BOSTON UNIVERSITY
GRADUATE SCHOOL
Thesis
CHARACTER EDUCATION IN SUMMER CAMPS
by
- Donald Hurl but Savage
(A.B., Wesleyan, 1929)
submitted in partial fulfilment of the
requirements for the degree of
Master of Arts
1951
BOSTON UNIVERSITY
COLLEGE OF LIBERAL ARTS
LIBRARY
4 6 0^2>
3 7 .744-
2 0
A.n. i°i3i
OUTLINE OF CONTENTS.
Introduction - Page 1.
A. The Problem - 1.
1. History of - 1.
2. Statement of - 4.
3. Analysis of 7.
B. Sources and Method - 12.
Chapter I. Obj ectives - 15.
A. History - 16.
B. Experiment - 19.
G. Evaluation - 22.
Chapter II. Cooperative Organization
and Control - 30.
A. History - 33.
B. Experiment - 36.
1. Organization and
Administration - 36.
2. Social Controls - 41.
a. tradition - 43.
b. consensus - 45.
c. opinion - 47.
d. discipline - 51.
e. awards - .54.
C. Evaluation - 58.
C. Evaluation (continued) - Page 58.
1« Organization and
Administration -
2. Social Controls -
a. tradition -
o. consensus -
c. opinion -
d. discipline -
e. awards -
Chapter III. Program -
A. History -
B. Experiment -
1, Informal projects:
definition of - 81.
2. Description of - 84.
3. Analysis of - 87.
C. Evaluation - 90.
1« Purposing - 91.
2. Planning - 94.
3. Executing - 96.
4. Evaluating - 99.
Chapter IV. Leadership - 163.
A. History - 104.
Ba Experiment - 107.
58.
63.
63.
64.
67.
70.
70.
75.
75.
79.
iii
B. Experiment (continued) - Page 107.
1. Selection of leaders - 107.
2. Training and Supervision - 108.
3. Esprit de Corps - 111.
4. Group Control - 114.
5. Personal Counseling - 115.
C. Evaluation - 117.
1. Selection of Leaders - 118.
2. Training and Supervision - 120.
3. Esprit de Corps - 126.
4. Group Control - 128.
5. Personal Counseling - 129.
Chapter V. Recording the Results - 134.
A. History - 135.
3. Experiment - 136.
C. Evaluation - 140.
Summary - 150.
Bibliography - 162.
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INTRODUCTION
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•
INTRODUCTION
No book, article, or speech tiiat deals with the prob-
lem of the relation between camping and education is ever
considered complete without a certain quotation from the
late President Eliot of Harvard:1
The organized summer camp is the most important
step in education that America has given the world.
The 'first summer camp is supposed to have been founded in
_ 2
1861 by Ernest B. Balch, who realized the possibilities of
developing boy character through wholesome outdoor life and
recreation. A decade ago the value of the summer camp as an
educational institution began to be recognized as distinct
from its recreational values. Since that time the use of the
term "education" has broadened to include both recreation and
character development, and has become synonymous with the pro-
cesses of life itself. Only recently, however, has camping
been thoroughly criticized and evaluated in the light of mod-
ern educational objectives and methods.
The oustanding experiment in the application of edu-
cational theory to camping is that of Camp Ahmek on Canoe
Lake, Ontario, Canada. This pioneer experiment is described
by Dimock and Hendry in" Camping and Character", tne book that
nas done more to stimulate criticism and evaluation of camp
objectives and methods throughout trie country than probably
any other one factor. Another recent study in this field is
1. Gibson, II. W. , Objectives, Ideals and Standards, p. 9.
2. Balch, E.B. , The First Camp, A ^ndjoook of Summer Camps,
(ed. Porter Sargent) 1924.
Bernard Mason's "Camping and Education", Redbook's Camp
Prize Book for 1930, which presents camp life and metnods
from the viewpoint of forty-nine campers from twenty differ-
ent camps tnroughout the country. These opinions were ob-
tained tnrough personal interviews, and the result, although
limited, is a valuable commentary on camping education.
Another experimenter in this field is A. E. Hamilton, a student
of G. Stanley Hall, who has given his results in his inimi-
table "Real Boy and the New School" and more recently in
"Boy-Ways: Leaves from a Camp Director's Diary." A.F.Elwell ' s
dissertation, "The Summer Camp: a new factor in education",
published in 1925, is a good summary of camping education to
that date, but it precedes the recent experiments that have
been carried on in the practical application of educational
theory to camping. L. B. Sharp's dissertation, "Education and
the Summer Camp", publisned in 1930, is a record of an exper-
iment in Life's Summer Camps over a period of several years,
and contributes some significant data and conclusions to the
solution of our problem. Probably the outstanding leader of
scientific research in the field of camping education is
Goodwin B. Watson of Teachers' College. His work called
"Some Accomplishments in Summer Camps" should not be over-
looked by anyone doing research in this field.
The problem of this thesis arose from a careful study
of Camp Ahmek's experiment as recorded in "Camping and Char-
acter." This experiment with modern educational methods had
succeeded at Ahmek, a private eamp. Would a similar experi-
ment succeed in a typical Y.I.I.C.A. camp like Camp Hazen, where
conditions are different? The chief similarity between Ah-
mek and Hazen is in their ideals and objectives. The pur-
pose of both is the development of character. The factors
which condition the realization of this purpose in these
two camps, however, are strikingly different. Ahmek's fee
for the summer is ;'j>250 per boy; Hazen' s is $80. Ahmek is
located in the north woods; Hazen is located on a state road,
adjacent to a public park, and only three miles from town.
Its finances and resources are limited and its instructors
unskilled. Ahmek's boys average a better home background,
training and environment than Hazen 's campers,"'" and stay the
whole summer. The majority of Hazen campers are from lower
middle class homes and stay from two to four weeks. There is
thus a change of population every two weeks. The result has
been a mass production program which attempted to give each
group as much as possible in two weeks, and which is repeated
during the next periods. In leadersnip Ahmek has a staff of
sixty-five, twice as many as Hazen. Its leaders return year
after year. The majority of Hazen 's leaders are new, inexper-
ienced and unskilled, the only kind that this camp can afford.
Their objectives tend to be mediocre, a good time for the
summer with easy pay. Loyalty is negligible and few return a
second year. Pew if any a.re familiar with educational methods.
Is it any wonder, then, that Gamp Hazen, laboring under such
different and difficult conditions, was sceptical of the meth-
ods which had worked so well at Gamp Ahmek?
1. Dimock and Hendry, Camping and Character, p. 270.
See also: Watson, G-.3., Some Accomplishments in Summer
Camps, p. 11.
t * 1 - » • (
The specific problem of this thesis, then, is this:
Can modern educational theory be successfully applied to
character development in a typical Y.M.C.A. camp? Education,
according to John Dewey,1 is a laboratory for testing phil-
osophical theories. Last summer Gamp Hazen, a typical Y.M.G.A.
2
camp, was a laboratory for testing educational theory. The
question is: did the theory work? How well did it work? Why
or why not? But we must first ask what we mean by these terms
with which we are concerned. What is meant by education? 'That
is meant by character and personality?
The best definition of education with which I am famil-
iar is John Dewey's.
-- Education is that reconstruction or reorganization
of experience which adds to the meaning of experience,
and which increases ability to direct the coursd of
subsequent experience.
Or as Kilpatrick puts it :
-- I should wish to think of education as the process
of continuously remaking experience in such a way as
to give it continually a fuller and richer content
and at the same time to give the learner ever in-
creasing control over the process. 4
Both the content and. the control of this growing experience
are 5
social as well as individual. The process begins with the
inherited instinct capacities of the organism and redirects
and reorganizes these into more social interests, ideals, and
6
purposes.
People's ideals are the capital of the world: they
are not only the source of certain interests, but
the result of them. Both ideals and interests
depend upon the training and the direction of the
instincts. 7
1. Dewey, J., Democracy and Education, p. 584.
2. Watson, G.B., Some Accomplishments pp. 9-13.
3. Dewey, J., op. cit., pp. 89-90. / 5. Dewey, J., bp. cit, 375
4. Kilpatrick, W.H. , Foundations of Method, p. 191.
6. Thorndike, E.L. , Educational Psychology, Vol. I., pp. 310-1.
7. Cutten, S.B., The Threat of Leisure, p. 147.
I t
The primary and basic adaptation that education
should help us to make is the readjustment -- or
recreation of purposes. 1
The result of this process of education is an organization
of fundamental dispositions that we call character or per-
2
sona,lity. But these products are not distinct from the pro-
3
cess; they are identical with it, and so the process of edu-
cation "becomes one with the process of life itself.
No clear boundary separates man's education from
the rest of his life. In the "broadest sense his
education _is his life. 4
The continuous reiaaking of experience -- is life
itself, living now -- the opposite of education
as a mere preparation for future living. 5
To summarize our definition of education, it is the process
of the continual reconstruction of experience to produce a
richer meaning and social content of exjjerience, and an in-
creased ability to control that experience. It means the
readjustment and recreation of our inherited instinct ca-
pacities into more social interests, and of interests into
ideals, and ideals into fundamental purposes and dispositions.
It is thus one with the growing character and personality, and
with life itself. The process and the product are one dynamic
whole.
It will perhaps be clarifying to approach our problem
from a different angle, the definition of character and per-
sonality, insofar as these can be defined. To define character
as we have just done, as the progressive achievement of the
process of education, leaves too much room for that confusion
1. G.ATGoe, V/hat Ails Our Youth, p. 19.
2. Dewey, J., op. cit., p. 583. / 3. ibid., p> 91.
4. Thorndike, E.L., Education, p. 4.
5. Kilpatrick, W.H., op. cit., p. 278.
and ambiguity that is too common in the definition and re-
lation of these time-worn terms, character and personality.
Both are used indiscriminately and interchangeably by too
many authors. Both are used by different writers to denote
the sum total of one's habit dispositions or "tendencies to
respond to situations and elements of situations." Again,
both are used to denote the progressive acnievement of the
integration of these habit dispositions or reaction tenden-
2
cies into a unified self. It seems wiser, for the sake of
clarity, to abide by common usage, which treats "personality"
as having the broader connotation. In other words, we prefer
to use "personality" to denote the sum total of an individ-
ual's capacities, tendencies and dispositions, and "character"
to denote the progressive integration of these elements into
a unified self. Character, then, is self-hood, the "organiza-
tion of all the sentiments and dispositions."0 It may be thought
of as the ideal, completely integrated personality. What we
are striving for is" selfhood, self-knowledge and self-control^
the "interpenetration" and "integration" of habits in the
5
light of ideal ends and purposes.
It is the very essence of character that it should
be inner, self-chosen, and the progressive realiza-
tion of values that are in process of being trans-
muted into integrating, organizing, and motivating
life-purposes. 6
Personality may be social; character must be. Character may
7
be called the integration of the social aspects of personality.
T.~Val ent ine , P. F. , The Psychology of Personality, p. 21.
Thorndike, E.L., Educational Psychology, Vol. II., p. 4.
2. Charters, The Teaching of Ideals, p. 39.
Dewey, J., Human Nature and Conduct, p. 38. /5. ibid., p. 38
3. Hadfield, J. A., Psycnology and Morals, p. 67.
4. Knudson, A.C., The Doctrine of God, p. 299.
6. Bower, W.C., Character Through Creative Experience, p. xi.
7. Allport, F.H., Social Psychology, pp. 124-125.
Character, then, raay "be defined as the process of organiz-
ing and unifying the elements of personality; it is the
progressive achievement of free, integrated self-hood, self-
knowledge and self-control, in the light of social ideals
and purposes. As such it is both the process ana the product
of all education.
Much has been written in a vague, general way about the
educational opportunity of the summer camp. The unique oppor-
tunity of the summer camp, however, does not lie in the fact
that the learning process goes on here as well as in home and
school, but in that the camp is inherently fitted to carry on
the true aim of all education, that integrating process which
we call character a.nd which is seldom achieved at home or at
school.
If there is a one special sense in which camping
is unique, it is in its perfect freedom to become
a training ground for character, for manhood. 1
The summer camp has more possibilities for social
and moral training than the home, church, or
school, because it combines all the advantages of
these three agencies and other advantages which are
characteristic of camp life. 2
Camping as an organized movement means working for
the fullest development of cnaracter and citizen-
ship of the individual and group through meeting
life situations in the more primitive ways of liv-
ing, which can best be offered in the isolated
environment of camp life. 3
The test of every camp is the character of its
campers. -- Y/e must be sure that our campers do
not simply conform but are transformed. 4
It is not the integrating process alone, however, that the
summer camp contributes to boy life, although this is its
1. Hamilton, A.E., Kas Religion a Place in Camp?
Camps, and Camping, 1922, p. 109.
2. Key lan, G.L., The Contribution of the Summer Camp to
Education, Camps and Camping. 1925, p. 49.
3. , 4., cf. following page.
<
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1
most important function. It is also able to supply certain
factors a,nd elements that are essential to the building of
character, and that are seldom supplied by any other insti-
tution. The most important of these are, first, that complex
of experiences and functions that we call recreation, and
1
second, the processes of social adjustment.
The primary function of the camp is to enable
growing young people to utilize opportunities
for new types of experience and new types of
social adjustments. 2
The summer camp is inherently suited to exercise the
various functions of recreation because of its natural,
"woodsy" environment and its freedom from the artificia.1.
restraints of civilization and of formal education. This
does not mean a mere sentimental gospel of "back to nature".
It does mean bringing our" boys and girls back to the prim-
itive conditions of our forbears on the farm and frontier"
which developed in those pioneering ancestors that "resource-
fulness, initiative, and executive capacity" which is too
seldom developed by our modern education. ° Therefore, as
4
Snedden says :
-- It does seem highly probable to the shrewdest of
contemporary educational theory that the best means
of preparing youth for the exacting nervous work,
the overnumerous social stimulations and the artifi-
cial living conditions of urbanized and mechanized
life should include prolonged periods of intimate
contact with, a,nd actual living in, the conditions
under which our race has evolved.
( 3 . Sharp , 1 , B . , Educati on and the Summer Gamp, p. 2.)
(4. Turk, M. , The Real Test of Your Camp and loLne,
Camps and Camping, 192 5, p. 81. )
1. Dimock and Hendry, Camping and Character, pp. 4—9.
2. Snedden, D. , Camp Education: Its Possible Objectives of
•Free Growth' and 'Disciplined Training', Camps & Cam-oing
1925, p. 71.
3. Sargent, P., The Educational Future of the Summer Camp,
Handbook of Summer Camips, 1924, pp. 58-60.
4. Sne~dden, D. , Camp Education is Progessing, Camps & Camp 'g
1924, p. 63.
%
Another important recreative function of camping is
training for leisure. The significance of this opportunity
is forcefully demonstrated by Cut ten in "The Threat of
Leisure'' . 1
Modern education has taken no account of leisure
as a permanent factor in our life, and a civili-
zation which creates a leisure which it does not use
in a rational manner is in greater danger of an-
nihilation than one that has never obtained leisure.
The rapid development of the summer camp shows a
tendency in the preparation for leisure that prom-
ises well for the future. 2
It is not alone what the right use of leisure saves us from
that is important, but what it saves us for. The problem of
leisure is thus essentially the problem of education itself,
the redirection and sublimation of our instinctive tenden-
cies and desires into an appreciation of and a living for
the higher values of life. Play, as Patrick has pointed
out, is psychologically a relaxation of the more highly
developed centers of consciousness by exercising and subli-
mating the more primitive instinctive tendencies. If whole-
some play is not possible, relaxation will take different
forms, such as smoking, drinking, war, and gang activities.
Thrasher's study confirms this theory:
--The life of the gang is simply a substitute
for activities and controls not otherwise pro-
vided. 4
The positive value of camp recreation is the redirection of
these surplus instinct energies into a great variety of
interesting, imaginative activities that are socially accep-
table and that train for culture instead of for crime.
1, p. 132. /.2. ibid., p. 116.
5. Patrick, G.T.V/., Psychology of Relaxation.
4. Thrasher, P.K., The Gang, pp. 79, 101.
t
(This means) kindling the imagination, releasing
fresh impulses, expanding and refining the emo-
tions, and stimulating aesthetic appreciations
and attitudes. 1
The goal of recreation, then, is life itself, a life that has
2
meaning.
It is the spontaneous enlistment of the entire
personality in the pursuit of some coveted end
(or purpose). 3
The second and perhaps the most important function of
camping is social adjustment.
The most' conspicuous contribution of the camp to per-
sonality and character growth, in the judgment of
many camp leaders and educators, is in the develop-
ment of desirable social attitudes and more effective
social adjustments. 4
The summer camp, if it is worthy, is one of the
greatest socializing, humanizing, civilizing
factors which can enter the life of a boy or
girl. It is social adjustment and the ability to
live successfully and harmoniously with others. 5
Dimock lists seven factors inherent in camp life which con-
5
tribute to this process of social adjustment.
(1) Gamp life is by nature social and cooperative.
(2) G-roup influence and control is a basic element in camp
life.
It is this group influence, this social pressure
of the sublimated gang - which differentiates
organized camp life from however campy a summer g
may be afforded a boy within his own family circle.
(3) It is often the first opportunity for the emotional
"weaning" of a boy from his parents.
(4) Gamp spirit is a vital factor in behavior adjustment.
(5) If the camp organization is of the cooperative type,
there is additional opportunity for the boy to participate
1. Dimock and Hendry, Camping and Character, p. 5.
2. Thrasher, I,K», The Crang.'p. 524.
3. Gulick, L.H., The Philosophy of Play, p. 270.
4. Dimock and Hendry, op. cit., p. 7. / 5. ibid., pp. 7-9.
6. Hamilton, A.E., The Real Boy and the New School, p. 344.
more fully in social "behavior.
(6) The friendship and example of camp leaders is a power-
ful influence in behavior adjustment.
(7) Camp commands the whole life of the boy as no other in-
stitution can.
The whole boy, body and interest, lives a complete
life under conditions which may be regulated by
the leadership of the camp. 1.
The unique educational opportunity of the summer camp
lies in the progressive integration of life's experiences
into free, self-reliant character, with particular emphasis
on the functions of recreation and social adjustment. The
camp possesses certain inherent assets in the nature of its
environment, program, organization and leadership, which
2
peculiarly fit it to meet this opportunity. The problem
wnich now faces us is this: ''.That, for the typical Y.H.C.A.
camp, is the best method of using these resources to meet
this opportunity? Will its organization be predominantly
autocratic or cooperative? Will its program be largely for-
mal or informal? Will its leadership emphasize rewards and
punishments, or group spirit and personal counseling? The
first of these alternatives in each aspect of camp life are
the traditional methods still used and approved by the major
ity of Y.li.C.A. camps. The second group of alternatives con-
stitute the methods approved by modern educational theory an
used successfully by certain private camps, notably Aiimek.
T7hich methods are more successful in realizing the character
1. Dimock and Hendry, Camping and Character, p. 9,
2. ibid., Chapter I.
1
t
"building aims and opportunities of the Y.M.C.A. camp?
This is no purely academic question, for as Dimock assures
1
us,
There is no inevitability of large character
outcomes in the camping enterprise.
The well- organized and well- conducted camp is
becoming recognized more and more as an impor-
tant factor in the education of children, but
only to the degree that the camps are organized
and conducted on a basis of sound educational
principles will this aim be realized. 2
The main source of our study is Gamp Hazen, the Conn-
ecticut State Y.M.C.A. boys' camp located on Cedar Lake,
Chester, Conn. It was founded in 1920 by the generosity of
the late Senator Edward W. Hazen, and is a typical Y.lt.C.A.
camp in resources, objectives, program and organization.
It acc oinmo dates two hundred boys and twenty- five leaders at
one time, a leader to each tent group of eight boys. There is
a change in population every two weeks, although most of the
boys remain for more than one period. The total number of boys
who came to camp during the past summer was three hundred and
ninety- six. Of this number three hundred and twenty-five came
from twenty- six towns in Connecticut, fifty-eight from New
York, eight from New Jersey, three from Pennsylvania, and two
from Massachusetts. The leadership consists mostly of college
men chosen for character and interest in boys rather than for
any special skill or ability. Springfield, Yale and "/esleyan
are the colleges most frequently represented.
The purpose of Camp Hazen is the development of Christ-
ian character, a.nd the program is largely an adaptation of the
1. Dimock and Hendry, Camping and Character, p. 9.
2. Sharp, 1.3. f Education and the Bummer Camp, p. 2.
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Christian Citizenship Training Program, which "balances
intellectual, physical, social and religious activities. The
organization conforms to this division, there being a program
director for each of these departments* The Camp Director is
Mr. 51. A.Stanley, State Boys' Work Secretary of Connecticut,
who has had twenty-seven years1 experience in "boys' camps,
including Gamp T3ecket and Camp Jewel. This past summer Hazen
carried on an experiment in educational methods, following
the lines laid dov/n by Camp Ahmek in "Camping and Character".
The camp was divided into three sections called councils:
the Senior council for boys fourteen years old and over; the
Middler council, boys twelve and thirteen; and the Junior coun-
cil for boys ten and eleven. The three councils were separated
in location, and each was put in charge of a sectional director
or "Counselor". The term "counselor", which usually refers to
a leader, in the camping world, will be reserved in this study
for the sectional director. This is done to harmonize with the
terminology in use at Hazen. The summer's reports of the three
Counselors will be our basic sources for this study. The
supplementary sources will be taose mentioned in the begin-
ning of tnis introduction, especially "Camping and Character"
and" Camping and Education". "Character Education in the Sum-
mer Camp", the report of an institute held at Y.M.C.A. Col-
lege, Chicago, April 4-7, 1930, will also be frequently re-
ferred to.
The writer has been intimately connected with Camp
Hazen for eight years, first as a. camper, during the first
three years of its existence, and later, after an absence of
three years, as a leader. He has since served as Instructor,
Steward, Educational Director, and, during the past season,
as Senior Counselor, conducted the experiment in the Senior
council. He writes, therefore, with nore or less authority,
"but as far as possible without bias.
The method of treatment will divide this study into
three parts: objectives, methods, and results. The first
chapter Will deal 7*ith objectives, the next three with
methods of organization, program and leadership respectively,
and the last with the recording of results. Each chapter will
fall into three main divisions: history, experiment, and
evaluation. The first will sketch the methods in use at Hazen
in former years, the second will describe the experiment of
the past season, and the third will attempt to evaluate the
results in the light of modern educational theory and the
results obtained in similar experiments at other camps, not-
ably Ahmek and the camps studied by Mason. Vlhere did the
method succeed, where did it fail and why, and how can it be
improved for the future? In other words, what is the status
of Camp Hazen, and of the Y.IvT.C.A. camp in general, as a
character- building institution?
/
Camp Hazen
is the Boys' Camp of the Connecticut State Young Men's Christian Associa-
tion. It was made possible through the generosity of the late Senator Edward
W. Hazen of Haddam, who presented the site and the greater part of its
buildings and equipment.
It is located in the town of Chester, Conn., four miles west of the Con-
necticut River, on the east shore of beautiful Cedar Lake. The camp site
includes sixty acres of farm and wood land, a wooded hill several hundred
feet above the level of the lake, and plenty of spaces for campus, playgrounds
and gardens. The Camp has a lake frontage of one quarter of a mile and the
water is clear, cool, and clean.
Purpose
TO develop in boys virile Christian character and to inspire and train
them in Christian service are the main objectives of Camp Hazen. By
means of a coordinated four-square program the campers are kept
busy in physical, religious, educational and social activities.
Directors
THE Camp Director, F. A. Stanley, the Boys' Work Secretary of the
State Y. M. C. A., has had twenty-seven years' experience as a boys'
camp tent leader and camp director, including five years at Camp
Becket and nine years at Camp Jewell, the Boys' Camp of the Hartford
Y. M. C. A.
R. William Cheney, Springfield 1933 begins his second season as Assis-
tant Camp Director. Mr. Cheney has had several years experience in Y. M.
C. A. Boy Camps.
The department directors are chosen from Boys' and County Work
Secretaries, Physical Directors and other employed officers of the Y. M. C. A.
and other experienced workers with boys. These include directors of physical
work, swimming, social, religious and educational work.
Page Two
Tent Leaders
THE tent leaders are mostly mature college men employed under salary
for the full Camp season. Only virile Christian young men of un-
questioned character are used as tent leaders.
The tent leaders are each responsible for eight boys, helping them in
their work and play and giving friendly yet effective supervision both during
the day as well as in the tent house at night.
THE Camp program emphasizes the practice of health habits, such as
securing proper sleep, cleansing teeth regularly, setting-up exercises,
bathing, proper eating, regular bowel movements and pride in personal
appearance.
The Camp has the full-time services of a medical school undergraduate
who gives his personal attention to health, sanitation and first aid, working
under the guidance of Dr. F. W. Devitt, local physician. Dr. Devitt makes
careful weekly inspection of the entire camp.
jramri
THE Camp program, called the Attainment System, is an adaptation
of the Christian Citizenship Program. It provides for a graded series
of physical, educational, religious and service activities, with honor
emblems for progress attained.
Page Three
Equipment
TWENTY-FIVE 14x16 tent houses with board roof and floors and canvas
sides supply sleeping quarters, well ventilated and dry even in the
stormiest weather. The campers sleep on canvas cots, eight boys
and one adult leader in each tent house.
The dining and recreation hall, 40x80, is ideal, not only as a place in
which to feed a large group of hungry boys but also as a center for social events,
educational talks and religious services, when it is not practical to hold
such events out of doors. The new kitchen annex equipped with a Fearless
dish washing machine will supply a long felt need in assuring a thoroughly
sanitary system of washing the dishes.
A three-room infirmary serves as an isolation unit for campers with
colds and other slight illnesses where segregation is advisable. Here also is
the Camp doctor's office.
The farmhouse provides quarters for the Camp farmer and rest room
for women visitors.
The lodge, a building 22x40, allows space for the Camp store, bank,
library and Camp headquarters.
All buildings including tent houses are electrically lighted.
Food
CARE is taken to provide a varied and well-balanced menu, food elements
being included in the right proportion for proper nourishment. The
table is supplied with fresh vegetables from the Camp garden and
neighboring farms. Only high grade fresh fruits and meats are served.
The drinking water is supplied from an artesian well, one hundred
feet deep. The State Board of Health makes frequent tests of the two wells
on the Camp property.
The food is prepared by experienced cooks in a clean, well-equipped
kitchen.
Page Four
Ready for The Swim
CAMPERS enter the water only at regular, prescribed times, when the
Director of Swimming and life savers are on duty. The boats and canoes
are assigned to boys only by written permit of tent leader. A boy must
be able to swim a reasonable specified distance before he will be allowed
to use a boat. Only boys who take the lake test (swim across) are allowed
to enter canoes.
Because strictest discipline is necessary in connection with boating and
swimming, campers who break these regulations are dismissed from the
Camp, or otherwise severely disciplined.
Page Five
One Day's Events
A.M.
6:55— First Call.
7:00— Reveille.
7:05— Setting-up Drill.
7:10 — Morning Dip.
7:30— Chapel (singing, short talk,
prayer).
7:50 — Breakfast.
8:15 — Camp Duties.
9:00 — Instructions in Swimming,
First Aid, Leadership, Na-
ture Study, Camp Craft,
and meetings of Junior
achievement clubs.
11:00— Swim.
12:10 — Tent Inspection.
P.M.
12:30— Dinner.
1 :00 — Bank, Store, Library Open.
1:15 — Siesta (hour of rest, reading
and writing home).
2:15 — Camp League Baseball Game.
Athletic or Aquatic Meets.
4:30 — Swim.
5:20 — Bible Discussion groups and
educational talks.
6:00 — Supper.
6:45 — Mass Outdoor Games.
8:00 — Entertainment or Campfire.
9:15— Tattoo.
9:30 — Taps and Evening Devotions.
This schedule is occasionally
changed to meet the conditions.
(Eastern Standard Time)
Page Six
A League Game
BASEBALL is given a large place in the Camp program. Camp leagues are
conducted for both younger and older boys. Occasional games are
played with representative teams from other towns and camps.
The annual meets of Y. M. C. A. Camps of the state prove interesting
to entrants as well as spectators.
The Store and Bank
THE camp store is open one hour after dinner, daily except Sunday, for
sales of stamps, stationery, souvenir postal cards and a limited amount
of wholesome candy. All campers are expected, on arrival, to deposit
their spending money at the Camp Bank, where a careful record is kept
of deposits and withdrawals. This prevents loss and unwise use of spending
money.
FREQUENT athletic meets are conducted, the campers being graded
to assure even competition. The object is to engage and improve all
campers in athletics, rather than to more highly develop the few.
EACH camper takes his turn in doing Camp chores, such as sweeping,
policing grounds, carrying wood, coal, etc., under the guidance of his
tent leader. Each boy takes care of his own bed. Campers, through the
attainment system, are encouraged to do these duties cheerfully and
thoroughly. Many boys volunteer for work on Camp improvements, such as
grading, carpentry, etc.
Page Seven
*
The 1929 Camp Family
Sunday
CAMP HAZEN, in harmony with other departments of the Young Men's
Christian Association, emphasizes the development of Christian man-
hood. The religious services play a large part in stimulating a natural
religious expression in the lives of the campers. Every camper is re-
quired to attend the religious gatherings. Bible study and frequent character
discussion group sessions are promoted. The services are held in the open air
Chapel made possible through the generosity of the parents and grand-
parents of Robert Montgomery, of Norwich, a former camper and tent leader,
in whose memory the Chapel was erected.
Camp Spirit
BECAUSE of the spirit of comradeship, loyalty and unselfishness con-
tinually emphasized, campers quickly learn to take pride in living up
to and in being a part of the Camp Hazen Spirit. Therefore, very few
rules of conduct are required. Parents may feel assured, however, that
prope r discipline will be maintained.
Tutoring
WHERE parents desire their boys to spend some time on school work
during the summer, suitable tutors may be secured at the Camp
at a nominal charge. Write to the Camp Director for further in-
formation if interested.
Camp Funds
THERE are two funds that make Camp Hazen possible:
(1) The Current Expense Fund.
(2) The Camp Improvement Fund.
The Current Expense Fund, which provides for the food, printing,
program expense, etc., is met through the nominal weekly fee paid by the
boys.
The Camp Improvement Fund is supplied through subscriptions of
parents, campers and friends of boys who desire to help in this character-
development enterprise. You are cordially invited to have a share in the
further development of the Camp.
A
r-i
A View of the Campus
Page Eight
Page Nine
Visitors From Camp Mohawk
Social Events
SOCIAL or educational events are conducted nearly every evening in the
recreational building after the mass games on the campus. They include
mock trials, amateur vaudeville events, group sings, minstrel shows,
moving pictures and concerts. All boys are encouraged through the
attainment system to take active part in these events.
Canoe Trips
OCCASIONAL canoe trips on the Connecticut River and its tributaries
are popular events of the season. These trips are under the personal
supervision of mature men of long experience in handling canoes and
boys. Only boys who have qualified as canoeists are included in the
party.
Educational Groups
UNDER the leadership of Junior Achievement Inc., a well organized
handcraft course is conducted throughout the camp season. A resident
director is responsible for the proper supervision of this department
of the camp program. The different types of work include: — iron work,
woodwork, leather work, basketry, etc. Other groups engage in camp craft,
archery, nature study, first aid, swimming, life saving, boxing, tumbling,
orchestra, etc.
Page Ten
Ns
camping period is complete without one or more camp fires.
Happy boys gather around. The fire is lighted and the flames reach
high into the air as the campers join in songs and yells. iThe popular
story tellers are called upon. The fire dies down and the boys are
thoughtful as they look into the dying embers. A short inspirational talk
follows. Then the boys separate for tent devotions and restful sleep.
Junior Achievement Club at Work
Page Eleven
WB1
The Infirmary
Visitors
VISITORS are welcome on Sat-
urdays and Sundays from 10
A.M. to 9 P.M.
A limited number of visitors
may secure over-night accommoda-
tions at the Camp or at nearby
farmhouses. Charges at Camp for
meals: Breakfast, 40 cents; dinner
(at noon), 75 cents; supper, 50
cents. Period banquet and Sunday
dinner $1.00.
In the interests of health, parents
are expected to refrain from sup-
plying individual campers with
boxes of candy, fruit, cake, etc.
Who May Go
NORMALLY developed boys
between eleven and eighteen
years of age, whose applica-
tions have been approved by
a Y. M. C. A. secretary or church
pastor, will be received. Ten-year
old boys, if brothers of older camp-
ers, will be received for periods
brothers are present. Boys with
bladder weakness can not be ac-
commodated. No cigarette smokers,
either boys or leaders, need apply.
Each boy must have a physical
examination by registered physi-
cian. Apply for special medical
blank if desired before application
is made.
Page Twelve
m
Ready for a River Trip
THE Camp opens Saturday,
July 5, and closes Saturday,
August 30. The season is di-
vided into four periods: First
period, July 5 to July 19; second
period, July 19 to August 2; third
period, August 2 to August 16;
fourth period, August 16 to August
30.
Boys should apply for one or
more full periods and arrive before
dinner (noon), on the first day of
the period and leave before dinner
on the last day of the period. Only
by special arrangements with the
Camp Director will boys be received
on other than regular period dates.
For further particulars apply to
the Camp Director, 173 Orange
Street, State Y.M.C.A., New Haven,
or any Town, City or County
Y.M.C.A. Secretary.
Page Thirteen
Cost
THE cost is ten dollars per week. Application blanks will be mailed on
request or can be secured from any Connecticut City or County Y.M.C.A.
Secretary. A registration fee of two dollars (on account ) must accompany
each application. At least two weeks' fees must be paid before or on
arrival at Camp. As the number to be accommodated is limited, appli-
cation should be sent in as soon as possible. Send through local or County
Y.M.C.A. where possible. Make all checks payable to F. A. Stanley, Director.
Applications
EARLY applicants will receive a final letter of instruction about two
weeks previous to the opening of the Camp. To boys applying later, if
accommodations are available, the final letter will be forwarded on re-
ceipt and acceptance of application. Each applicant will receive with this
letter a medical blank which must be filled out by a registered physician within
five days previous to entering Camp.
Page Fourteen
What To Take
TWO heavy blankets or one double blanket and old comfortable. (Do
not take less.)
Small pillow with dark cover.
Rubber blanket or poncho.
Bathing suit, sweater.
Rubber boots (if you have a pair).
Tennis slippers ("sneaks").
Soap in metal or celluloid box.
Fishing tackle (if desired).
Towels, small mirror.
Comb, hair brush, tooth brush.
An army pack and canteen will be found useful.
Pack your equipment in an old suitcase. Do not take a trunk or chest.
Blankets, etc., may be sent parcel post, addressed: Camp Hazen, Chester,
Conn.
Stockings, handkerchiefs.
Needles, pins, thread.
Twine, buttons, safety pins.
Bible.
Games or musical instruments (if de-
sired), baseball gloves, etc.
Outing flannel pajamas.
Camera (if desired).
and forward Camp Hazen applications (through local Y.M.C.A.
Secretary where possible) to State Y. M. C. A., 173 Orange
Street, New Haven, Conn, (after June 29, Camp Hazen, Ches-
ter, Conn.)
F. A. Stanley, Camp Director. R. Wm. Cheney, Assistant
Camp Director.
Page Fifteen
I V ■ •- •'
Other Connecticut Y. M. C. A. Camps
CAMP JEWEL, West Swanzey, N. H.— Conducted by Hartford Y.M.C.A.;
July 1 -August 6; Director, A. S. Knowles; Rates, members $10.00,
non-members $11.00; Ages, 11 17.
CAMP MOHAWK, Cornwall, Conn.— Conducted by Fairfield, New Haven
and Litchfield County Y.M.C.A.'s; Boys' Camp; Directors, J. V. Lamber-
ton, William F. Urbach and E. W. Yergin; Rates, $12.00 per two weeks;
July 2 30; Ages 11-18. Girls Camp — Directress, Mrs. Florence Kielman,
formerly Miss Florence I. Clark; Rates, $20.00 per two weeks; July 31-
August 28; Ages 12-18.
CAMP RAINBOW, Rainbow, Conn. —Conducted by Hartford Y.M.C.A.;
July 5-August 30; Director, A. S. Knowles; Rates, $6.00; Ages 11-17.
CAMP TERREHEGAN, Gardners Lake, Conn.— Conducted by New London
Y.M.C.A.; June 26-August 1; Director, Joseph B. Bunker; Rates, $7.00
boys in New London area, $9.00 to others; Ages 11-18.
WATERBURY Y CAMP, Watertown, Conn.— Conducted by Waterbury
Y.M.C.A.; July 2-August 27; Directors, William F. Briggs and Carleton
J. Bircher; Rates, Y members $9.00, non-members $10.00, out-of-town
$11.00; Ages 9 and over.
CAMP WOODSTOCK, Woodstock, Conn.— Conducted by Tolland, Wind-
ham and Hartford County Y.M.C.A.'s; Boys' Camp; Directors, William
F. Tyler, L. Edwin Hill and Elmer T. Thienes; Rates $1.00. Registration
fee— $9.00 per week; July 2-30; Ages 10-18. Girls' Camp — Directress,
Iris Brown; Rates, $1.00 Registration fee-$9.00 per week; August 1-15;
Ages, 10-18.
Connecticut State Young Men's
Christian Association
Headquarters, 173 Orange Street, New Haven, Connecticut.
Henry R. Buck, Chairman; Levi T. Snow, Treasurer; Harry Hedley
Smith, State Secretary; F. A. Stanley, Associate State Secretary; George
E. Goss, Associate State Secretary.
State Camping Committee
Burton L. Lawton, East Haddam,
Chairman
Clarence Blakeslee, New Haven
Henry R. Buck, Hartford
Joseph B. Bunker, New London
Sherman Eddy, Avon
Harold M. Fiske, Meriden
A. S. Knowles, Hartford
Alexander Maitland, Thompson
Clemens Mortenson, Cromwell
James S. North, New Britain
Charles A. Russell, Haddam
Harold B. Senior, Bethel
Arthur S. Todd, Greenwich
Herbert S. Smith, Waterbury
Albert W. Tremain, Bridgeport
Roger Waite, Hartford
J. Allen Wiley, Hartford
Watson S. Woodruff, Orange
Camp Hazen Committee
Charles A. Russell, Chairman Clemens Mortenson
Clarence Blakeslee Albert W. Tremain
Henry R. Buck J. Allen Wiley
Burton L. Lawton Watson S. Woodruff
Camp Hazen Council
Fred H. Barnes, Bridgeport; Elmer F. Blomgren, Stamford; R. Wm. Cheney,
New Haven; Emery H. Davis, Norwich; Walter L. Doerty, Middletown;
George E. Goss, New Haven; Esbon E. Heck, Meriden; Eben Strong, New
Britain; Burton S. Tandy, Greenwich; Tracy W. Redding, New Haven;
F. A. Stanley, New Haven; Lewis A. Knox, Haddam.
Page Sixteen
CHAPTER I.
OBJECTIVES.
I. OBJECTIVES
The attempt to determine curriculum content and
technique for a summer camp or any other educational enter-
prise without regard to aims and objectives reminds one of
the general who jumped on his horse and rode off in all
directions. The method used will depend upon the end in
view. Teaspoons are useful instruments on occasion, "but
they are hardly efficient in digging ditches.
The first step, therefore, in the determination of
both content and procedure is to inquire as to
the ends which the educator seeks to achieve in
dealing with growing human beings. 1
(So also) in the conduct of a boys' camp there
must be a definite, clear-cut purpose if satis-
factory results are to be obtained. 2
3
As has been pointed out, hov/ever, by H, S. Dimock, a
general purpose and objective is not adequate to determine
technique. It is apt to be too vague for specific applica-
tion. Trying to attain "the ultimate general aims of edu-
cation" without regard to the specific aims involved is
like trying to achieve happiness and success without regard
to the specific activities which lead to these ultimate re-
4
suits. Consequently, as Dimock forcefully summarizes the
problem:^
If the summer camp is to be a significant factor in
progressive education, it is essential that its pur-
poses be carefully re-examined and its objective form-
ulated more definitely and specifically. This quest fo
clarity and definiteness of aims should characterize
the general camp movement, the directors of a particu-
lar camp, and the individual camp counselor or leader.
1. Bower, W.C., Character through Creative Experience, p. 3.
2. Gibson, H.W., Camping for Boys, p. 12.
3. Dimock and Hendry, Camping and Character, pp. 14-15.
4. Thorndike, E.L., Education, p. 16.
5. Dimock and Hendry, Camping and Cha-racter, p. 15.
%
(
A* HISTORICAL
Is there a great, a. special, major objective which
should characterize and summarize the opportunity
of the summer camp, and if so, what should it be?
Ninety-five per-cent of the camp booklets, directly
or indirectly, say 'character building', the making
oi men and women who will become an asset and not
a liability in the world. 1
This statement is especially true of the Y.M.C.A. camp in
general, and of Gamp Hazen, a typical y.k.C.A. camp, in
particular. We read in the 1930 booklet tnat
— To develop in boys virile Christian character
and to inspire and train them in Christian service
are the main objectives of Camp ,Iazen. By means of
a coordinated four-square program the campers are
kept busy in physical, religious, educational and
social activities.
te find this four-fold division of activities a,nd
objectives carried over into the Camp Hazen Attainment Sys-
tem, by which a boy may win the Hazen emblem in recognition
of his "four-square" development. The Biblical authority for
tnis division is Luke 2:52, "And Jesus increased in wisdom
a,nd stature, and in favor with God and man." Test number fiv
in each of the four sections of the attainment system in-
volves the development of specific character qualities.
Intellectual : "Be graded by tent leader for showing good
judgment, initiative and resourcefulness - Possible credits:
three hundred. "
Physical : "Be graded by tent lea-der on right attitude toward
entering all physical activities."
Devotional : Be graded by tent leader for self-control, unsel
fishness, teachableness, good habits and conscientiousness."
Service : Be graded by tent leader for loyalty, sociability,
self-sacrifice, democracy and service."
Gibson, , Objectives, Ideals, and Standards, p. 57.
These traits were included in the attainment system
in answer to the demand for more specific character objec-
tives, and indeed they long seemed adequate. In actual fact,
however, they were objective only in a nominal sense. In a
few cases the leader would sit down with a boy at the start
and explain to him what these various traits meant. How long
the boy would rememoer tne explanation is a question. Most
of the leaders did not botner to explain the meaning of these
terms until the last few days of the period, when the boy
would have all his other requirements finished and be impa-
tient to complete these also. Consequently tnese trait re-
quirements were not objectives of character development so
much as obstacles to be nurdled for an emblem. The primary
requirements for the latter were the various activity tests,
and if these were passed, a final day or two of angelic be-
havior v/ould almost persuade even a tough-minded leader to
grant the desired credits. In the second place these "objec-
tives"were both too general and too specific. Too general,
because they were usually summarized in tiie rainds of both
boy and leader by the broad, vague blanket term "Good behav-
ior," a matter of general impression rather than of the anal-
ysis of specific traits of character. Too specific, because,
aside from this "good behavior" their relation to each other
and to the whole purpose of character development was arbi-
trarily and inadequately defined. They were simply more or
less isolated traits within an arbitrary four-fold division
of life and character. Any division of the dynamic process
known as life will, to be sure, be more or less arbitrary,
but as Gre^g nas pointed out, this four-fold division is
open to a peculiar danger. As a challenge to boys to develop
their personalities in a well-rounded way it is fine, but
From the point of view of psychology, -- there is
nothing which can justify the mechanical breaking- up
of a boy into sections such as are suggested by this
use of terms. It becomes at once clear that the boy
goes into any activity with the totality of his being
that his mind and body and his motives and his
awareness of other people are essential factors in
every situation which the boy faces. To the extent,
therefore, that the fourfold organization -- causes
leaders to think that a boy's life is really separated
in this fashion, it is weak. 1
To summarize, the specific character traits which the
attainment system tried to develop were not real objectives
for either boys or leaders. They were not understood and
therefore generalized as "good behavior" or "character- devel-
opment," which deprived them of any specific value. They were
classified under an arbitrary fourfold division of the activ-
ities of life which was psychologically invalid and confusing,
and la-stly, within each division they were more or less iso-
lated, without any vital relation to each other and the whole
process of character education. In other words, there was no
clear conception on the part of either leaders or boys as to
the real, vital, dynamic, progressive nature of the processes
of life, education, character and personality, those processes
in which unity and multiplicity, identity and change, are syn-
thesized into a whole that is self-conscious, self-directing,
and self-controlled. Boys, leaders and directors were well
aware that something was wrong, that their objectives were
vague and confusing, that "we don't knov/ where we're going,
but we're on our way." It was not until "Camping and Character"
1. Gregg, A.J., Group Leaders and Boy Character, p. 80.
was published, however, that Camp Hazen was stimulated to
re-examine and re- evaluate its objectives, and that the
criticisms of the old objectives which we have just dis-
cussed became explicit enough to result in action.
B« EXPERIMENT
By the middle of the 1929 season, enough of the direc-
tors of Camp Hazen had read "Camping and Character" to real-
ize its implications for their own camp. Arimek's objectives
were mimeographed and distributed among the leaders. Then a
meeting v/as called to discuss Hazen*s objectives. The dis-
cussion was led by an able educator, but the result was simply
a chaos of character qualities, traits, inf ormations, skills,
attitudes and activities. These generous suggestions were
listed as possibilities and a committee appointed to reduce
them to some sort of order. The chairman being more or less
of a philosopher, the objectives were finally organized with-
out discarding any of those mentioned, but the resulting
cosmos was fully as arbitrary and much more complicated than
the old four-square system. It was simply another four div-
ision arrangement. The chief aim or objective was leadership,
with the sub- title of character. This was divided into self-
reliance, self-respect, and love of God, and love of man^ These
in turn were subdivided into a multitude of character traits
and qualities. As an example of the ingenuity of the human
mind, this classification was interesting, but hardly useful.
The following camp season, 1950, was preceeded by a
three day leaders' training conference. The powers that be
having previously decided to experiment with Ahmek's methods
I <
20
for a season, the problem of the conference was to prepare
the leaders as well as time permitted for the change. The first
item for discussion was the aims and objectives of Camp Hazen.
The leaders who remembered the experience of the preceding
summer realized the hopelessness of the situation, but the
chairman was undaunted. He again listed all the suggestions,
and then proceeded to bring order out of chaos. He evidently
knew what he wanted and by some sort of sleight of mind pro-
cess, emphasizing the important factors and discarding the
irrelevent ones he organized all the objectives into a fairly
simple system. "There," he concluded, "you see what we have
done? 7/e have worked out the same system of objectives that
Camp Ahmek has." True enough, research verified his claim.
Not only the content but the form was sufficiently identical
to point to memorization on his part. It was a good system,
however, clear and simple, and much preferable to the con-
fusion of mind with, which the discussion was begun. It harmon-
ized also, with the Y.M.C.A. reverence for the sacred number
"4": (a) health and safety, (b) skills and interests, (c)
appreciation of the higher values of life, (d) attitudes,
habits, and abilities of character. These specific objectives
were summed up under the general aim of the development of
character and personality, or "life more abundantly."
This gift of Ahmek fs objectives, however, did not re-
main long unpaid for. Tiiey were fine as a philosophy of camp-
ing education in a pre- season training conference, but when
it came to actual practise they didn't work. They were not
really so simple as they at first seemed. There were many
sub-heads under each of the four main divisions. The re-
sulting interview chart, which attempted to acquire infor-
mation about the interests, skills, appreciations and attitudes
of the individual hoy, proved too intricate and unwieldy for
Hazen's inexperienced leaders. After two weeks of use, or
misuse, a revision was demanded in the way of simplification
and efficiency. The result was the division of the information
blank into two blanks, one for activities and the other for
attitudes. These will be described in Chapter V. It is only
necessary to state here that the attitude sheet was a list of
character attitudes on which could be recorded the change in
each boy every few days. A similar sheet was worked out in
boy terminology and posted on each tent bulletin board, so
that these attitudes would become actual objectives for the
boys themselves as well as for the leaders.
So much for "those specific objectives which we seek
in general for all of our campers.""*' "A second source of ob-
jectives for a camp is the study of the various activities
which enter into the life of a camptM^ in order to determine
possible concomitant, or character, learnings. V/hat attitudes
and habits of response, both negative and positive, may be
the by-products of any given camp activity? This problem was
raised in the leaders' training conference, but no adequate
solution was forthcoming. It was left to the leaders of the
various activities to analyze their projects for the concom-
itant learnings involved, but little if any of this was done.
The only case of such analysis with which I am familiar was
the discussion by a group of Senior boys of the values they
1. and 2. Character Education in the Summer Camp, p. 3.
t
expected to realize on a certain canoe trip. They were aided
by suggestions from one or two leaders, and the results show-
ed the tremendous possibilities inherent in such analysis."*"
The third and probably the most important source
of objectives is the study and understanding of
the individual camper. 2
This type of objective was the purpose of the inter-
view or information charts which we have already mentioned
as listing the specific objectives of the camp. The prelim-
inary interview took place during the first few days of the
boy's stay in camp, ana was intended to get the leader and
the boy acquainted with each other. The leader would get a
line on the boy's interests and help him to plan his program
accordingly. He would also be able to determine in which at-
titudes the boy was weak and ought to be developed, and thus
formulate his objectives for that particular boy. We have al-
ready noted how the interview charts were revised. The objec-
tives listed on the new attitude sheets were used not only as
as stimulus to the boy-leader acquaintance and comradeship,
but also served as an instrument for checking the boy's pro-
gress in social adjustment throughout the season. It was in
this use that their real value was demonstrated.
C. EVALUATION
Perhaps the best method of evaluating these embryonic
attempts to criticize and coordinate the objectives of Gamp
Hazen into an instrument of some efficiency will be to com-
pare them with similar experiments in other camps. These are
1. Senior Counselor's Report.
2. Character Education in the Summer Camp, p. 3.
•
23
difficult to find. To be sure most camps have their objectives
and many have worked out specific ones, as for example H.HT,
Gribson at Gamp Becket^and A.E. Hamilton at Sebago-Bear Mt.
2
Gamps. No camp however, to my knowledge, has achieved as yet
3
the system and success in this direction that Camp Ahmek has.
Consequently a comp?,rison of Hazen with Ahmek will probably
be enlightening and rich in significant conclusions.
Of the three types of objectives, the specific objec-
tives for all the campers in general were almost identical
at Hazen and Ahmek, largely, as we have seen, because Hazen
copied Ahmek' s objectives wholesale. V/e have also seen how
these objectives were later modified to greater accordance
with the needs of this particular camp. This was due to two
factors. In the first place most of Kazen's leaders were un-
trained in leadership and especially in the observation and
recording of behavior tendencies. In the second place, these
untrained leaders found themselves in the midst of an exper-
iment which involved nearly every phase of camp life, and of
all these phases the attempt to record and measure character
appealed to them as least valuable and consequently gained a
minimum of their time and attention. Of the two solutions
demanded by the circumstances, the directors preferred modi-
fication to repeal, and the objectives were duly simplified.
Another year the importance of keeping in mind and measuring
the approach to all the objectives must be driven home to
every leader, more time must be allowed them for this purpose,
and they must receive training in this task throughout the
season, as well as before camp opens.
1. Gibson, H.W., Objectives, Ideals and Standards, pp. 27-37.
2. Hamilton, A.E., The Real Boy and the New School, Chapts.15, 16.
3. Dimock and Hendry, Camping and Character, Chapter II.
( • * ■ <
The most obvious and inexcusable omission in Hazen's
specific objectives was the objectives of the campers them-
selves. Y/hen the boys arrived in camp, the objectives had
already been determined for them by the leaders, and they had
no choice but to accept them. Ahmek has several techniques
for ascertaining the campers1 objectives. One is a check list
of purposes from which the boy chooses those which appeal to
him as most important. Another is the "Summer Camp Test"
which includes a request to "tell as clearly as you can what
you think are the biggest things a boy gets out of camp.""1"
Even this, however, does not seem sufficient. To carry through
the democratic or cooperative method to its logical conclusion,
it seems to me that the campers should not only have a chance
to state their own objectives, but also to share with the
leaders in determining and organizing the general camp objec-
tives. Kazen has done neither to date, and this omission is
highly inconsistent with the spirit of the entire experiment.
It seems obvious that if the camp objectives are to become
real objectives for the boys as well a s the leaders, that the
former must have a part in determining them. "A true aim,"
says Dewey, "is -- opposed at every point to an aim which is
2
imposed upon a process of action from without."
If activity and satisfaction from responses guided by
an aim or purpose are necessities, it becomes apparent
that the way in which a purpose is to be determined
is much more within the realm of the boy than within
the realm of the leader. A real purpose will evolve
from a democratic method. 3
1. Dimock and Hendry, Camping and Character, pp. 16-17.
2. Dewey, J., Democracy and Education, p. 129.
3. Gregg, A.J., Group Leaders and Boy Character, p. 67.
Mason summarizes the whole problem of camping objectives thus:
The word fun used in connection with the camper- aim
is but another term for interest, and interest not
necessarily of the direct type which furnishes plea-
sures of the moment, but interest in attaining ends
and goals, objectives, in fascinating fields.
But the ends must grow out of the present interests
of the campers and must be suggested by the present
interests, not superimposed by the counselors. How-
ever anxious the director or counselor may be to
accomplish specific, worthwhile results in character
and personality and to develop skills in certain
techniques, he must not fail to keep constantly be-
fore him the camper-aim of *fun' and interest, re-
membering that the camper knows where his interests
lie. 1
Until the Hazen campers, therefore, are given the opportunity
to share with the directors and leaders in the problem of
criticizing and constructing the aims and objectives of the
camp, Hazen will remain far from the ideal of full democratic
cooperation and control.
In the second type of objectives, those arising from the
analysis of the various curriculum activities, Hazen is again
far behind Ahmek. Compare for example the one instance of
such an attempt at Hazen that we have mentioned, the discussion
of the possible values and learnings on a canoe trip, with the
exhaustive "analysis of probable learnings and situations on
2 . .
canoe trips" worked out at Camp Ahmek. In addition to the
"primary learnings" in skills, and the "associate learnings"
about equipment, emerg/encies, hygiene, nature, and so forth,
there are no less than twenty-five "concomitant learnings"
in character reactions, not including numerous sub-divisions.
Another example of the same sort is found in an "analysis of
probable learnings and situations in swimming. " Here is a
1. Jila son, B.S., Camping and Education, pp. 9-10.
2. Dimock and Hendry, Camping and Character, pp. 67 ff.
t kVf * J * S»**-W I
I • • • t
camp that is really pioneering in the field of character
education and research, and Hazen has not even begun to
follow. Another season the leader in charge of each curricu-
lum activity should, "be held, responsible for suoh an analysis
of the possible learnings in his activity, drawing on his
assistants and the boys interested for discussion and advice.
In no other way can we be certain that these activities are
worth while, and in no other way than by analyzing all the
possibilities can we really make the activities as valuable
as they ought to be for the skills, appreciations and char-
acter attitudes of the boys interested.
The third, or individual, type of objectives, which
Diinock rightly feels to be the most important,1 have two
sources: the parents' information blanks and letters, and
the leader's analysis of the needs of his individual boys.
Kazen has never made a systematic attempt to determine the
parents' objectives for their boys, as Ahmek has done through
the parents' application blank, personal interviews, and
2
letters. This is partly because the experiment did not really
get under weigh until the season had begun and the application
were alrady in. This will be remedied by a change in the 1931
application to include a statement by the parents of any par-
ticular objectives and desires for their boys. An attempt was
made, however, to require the parents of each boy to meet and
talk with both the boy's leader and his counselor before his
registration was complete. This provided an opportunity for
the parents who so desired to give the leader any information
1. Character Education in the Summer Camp, p. 3.
2. Dimock and Henoiry, Camping and Character, pp. 18-24.
t
I
that might help him in his analysis of the individual boy.
This plan was a "beginning toward progress, but it must be
perfected in more detail before it will be of real value.
In regard to the leader's own analysis of the boy, the former
must be given much more training and help in getting acquain-
ted with the boy and gaining his friendship a,nd confidence
easily and naturally. This is a real and difficult problem
which we must discuss more at length in Chapiter IV.
We have discussed the objectives of leaders, boys, and
parents. In conclusion we must note the function of the camp
directors in regard to objectives.
Those who have primary responsibility for directing
the camp enterprise, the camp director, directors of
program and personnel, directors of sections, or
others in supervisory positions, should also possess
clarity and definiteness in their conception of the
functions of the camp in its deepest significance.
It is the responsibility of the directors to
achieve an integration of the purposes of all the
persons and groups who are concerned with the camp
outcomes. Directors* aims must envisage the camper,
the parent, the counselor, and the wider social
obligations of the camp as an educational agency. 1
The reason that the directors and leaders at Hazen have
failed in this integrating process, it seems to me, is that
they lack an adequate conception of the essential nature of
the entire educational process of character development. In
their analysis of a given person into his various character
qualities, they are still predisposed to think of these qual-
ities as so many psychological units or character- muscles to
be developed. The traditional four-square division of char-
acter has been broken up into many parts, but these parts are
still conceived of as atoms of character rather than as analo-
gous to electronic wave processes. They are not yet clearly
1. Bimock and Hendry, Camping and Character, p. 27.
t
aware that "virtue" cannot "be divided up into so many
"virtues"."^" They still conceive of character as composed of
a number of "traits" ratner than of tendencies to react in
a certain habitual way to certain familiar stimuli. The
Character Education Inquiry has demonstrated to us that
"traits" and "virtues" are abstractions frpm the process of
2
life itself.
According to this point of view, education -- is nothing
less than the initiation of the young into a creative
personal and social experience. Its techniques must be
derived from the processes by which personality is
achieved. It is not an operation that can be brought
to pass upon the young. It is a process that musttake
place within growing persons and groups. 3
The directors and leaders of Hazen must come to realize all of
this, to clearly conceive the dynamic, growing, progressive
nature of education and life and personality and character
before they can hope to make much real progress toward a
scientific approach to character development. Consequently,
as Dimock points out,
The emphasis in this approach to educational objectives
(must be) upon a method of meeting the variety of life
situations, rather than upon fixed norms or standards
of conduct. -- The conspicuous need of a person for
fruitful living is a method of adj ustment wnich may
be utilized in facing the problems, issues, tasks and
responsibilities which arise in every area of human
activity and relationship. 4
We began this chapter by pointing out the need for more
specific camp objectives. We reviewed the three types or sour-
ces of objectives at Camp Hazen. By comparing these with the
objectives and methods in use at Camp Ahmek the following
conclusions were reached:
1. Watson, G-.B., "Virtue vs. Virtues",
Christian Citizenship, Sept. 1927.
2. of.' Christian Citizenship, oct. 1930.
3. Bower, W»C, , Character through Creative Experience, p. 13.
4. Dimock and Hendry, Camping and Character, p. 30.
( <
t
(1) Gamp Hazen should give its leaders more time and
training in the formulation and use of specific objectives.
(2) The campers themselves should "be given an oppor-
tunity to share in the formulation of the camp objectives,
(3) Each curriculum activity should be analyzed for
the possible primary, associate and concomitant learnings
involved.
(4) Parents1 objectives should be obtained through
the pre- season application blank and through personal inter-
views with the parents by leaders and directors.
(6) Leaders should receive more training in the method
of interviewing.
(6) Directors and leaders must revise their conception
of the nature of character education in accordance with the
latest findings of scientific educational research.
CHAPTER II.
COOPERATIVE ORGANIZATION AND CONTROL.
•
•
II. COOPERATIVE ORGANIZATION AND CONTROL*
The title of this chapter needs some explanation. It
can best be understood in the light of its evolution. It was
originally planned to devote one chapter to organization and
another to social controls. The word "organization" did not,
however, clearly describe the contents of the chapter, which
concerned primarily the organization of the boys rather than
of the leaders, so "democratic government" was substituted.
A study of social controls revealed that the most important
of these were of a democratic nature, so it was decided that
the two chapters might legitimately be combined. iiirther
study made clear the necessity of distinguishing between
democratic and cooperative government or organization.
Democracy is a broad, general term and tends to be am-
biguous. It is comnonly used to describe any of the various
stages of democratic behavior. It is often applied to that
incipient democracy, the crowd or mob ruled by suggestion
and imitation. Politically it is used erroneously to desig-
nate representative government.1 Ideally, the term would sig-
nify the complete, cooperative deliberation and participation
of all the members of the group.
The aim of true democracy is to secure the active
participation of every individual up to the limit
of his capacity in the conduct of all his social,
vocational and political affairs. 2
1. Elliott, H.S., The Process of Group Thinking, p.l.
2. ibid., p.l.
Genuine democracy means not merely a list of rules
to keep one person from overriding another, nor yet
the balancing against each other of the representa-
tives of opposing factions. It means rather the co-
operation of all individuals and parties toward the
common good. 1
Democracy, then, is not any one stage in the develop-
ment of the group process, "but the process itself, the pro-
gressive achievement of greater cooperation and participation
2
among its members. But even this dynamic conception of dem-
ocracy does not permit us to label Hazen' s new organization
as democratic.
A society which makes provision for participation in
its good of all its members on equal terms and
which secures flexible readjustment of its in-
stitutions through interaction of the different „
forms of associated life is in so far democratic.
Pure democracy, therefore, is impossible in a boys1 camp un-
less the directors are willing to risk its degeneration into
4
anarchy. Total equality of boys and leaders would endanger
the fundamental safeguards of health and safety which it is
the duty of the latter to preserve, i'or this reason the
Hazen organization is better called cooperative than purely
democratic, cooperation under adult guidance and, when
necessary, adult control. As the Hazen Junior Counselor ex-
presses it:^
This does not intend to be a 'pure democracy*. It is
only an effort to help boys make their own decisions
on matters which concern their own welfare. Hotice
I say 'help' not flet'. It is not a matter of grant-
ing privileges, nor is it a matter of turning things
over to the boys wholesale. It is allowing the boys
to share in forming decisions. It is a mutual thing
whereby the boys are given an opportunity to struggle
with problems themselves, and yet not being afraid to
seek the help of adults when absolutely stuck.
1. Allport, 3P.H. , Social Psychology, p. 398.
2. Follett, M.P., The Hew State, p. 99.
3. Dewey, J., Democracy and Education, p. 115.
4. Dimock and Hendry, Camping and Character, p. 104-105.
5. Junior Counselor's Report.
32
The reason for the attempt to replace the old auto-
cratic method with cooperative organization and control was
the realization that character comes only through making
choices and taking the consequences, not only in program
projects, but in every phase of camp life. If the camp is
to create characters that will "become worthy citizens of the
democracies of the future, it must allow them to practise
democratic citizenship now.
Since we desire to produce democrats we must see to it
that children have actual experience of democracy,
and prolonged, thoughtful, and convinced - rather
than questioning - practise of it. 1
The young must have experience of acting together
with one another and with older persons from motives
that are inherent in the situation and not forced,
and all who thus act together must he exposed to the
consequences, pleasurable and painful, of their
common action. 2
Democracy demands that the hoys shall share fully
in the forming of the organization and that the
process itself shall be an educative process. 3
(Education should teach children; above and beyond
everything, to create life for themselves. Hence
education should be largely the training in making
choices. 4
There can be little question that a democratic
process is the best way to grow men and women, it
is he who does the thinking, who faces the problems,
who makes the plans, who alone achieves both the
growth and the happiness, pur present ideal and
practise of leadership reserve these supreme values
to the leaders. 5
And what applies to the democratic process applies also to
cooperation, which is one of the higher levels in that pro-
cess. Accordingly, Gamp Mazen decided to experiment and test
the practical value of the democratic, and cooperative,
hypothesis.
1. Goe, G . A . , "The .Nature of Discipline for Democracy, ■
Religious Education, Vol. XIV. (1919), p. 136./ 2. ibid., p. 137
3. Gregg, A.J. , Group Leaders and ±>oy Gharacter, p. 132.
4. i'ollett, M.P., The Hew State, p. 54.
5. Elliott, H.3., op. cit., p. 6.
A. HISTORY
A large percentage of American camp directors still
hold to the view that the curriculum can and should
"be made out completely in advance. In camps where
this view persists one finds a rigid, ready-made,
prescribed program imposed on the campers. Camp
runs with the precision of a time piece. Rules,
regulations, punishments and rewards abound. The
campers have no share in determining the conduct of
the camp. There is complete adult control. It is
assumed that character will result from accommodation
and conformity on the part of the camper to a formal
program of adult construction. 1
During the ten years of its existence prior to the 1930
season, Gamp Hazen belonged to this class of camps. No better
proof of this can be found than an article written on "Camp
p
Program" several years ago by Hazen's own camp director.*
It is essential that the program be planned well
in advanc e of the opening of camp. Week days
and Sundays should be scheduled and the day's
program run off on time.
The system might be described as autocratic with occasional
paternalistic leanings. The center of organization and ad-
ministration was the camp director, who held himself respon-
sible for every phase of camp life. The program directors
and the leaders were all directly responsible to him. His
advice was sought on every detail and he made all the impor-
tant decisions. His chief employment, therefore, was to
"check up" on everything and everybody to make certain that
all was running as it should. Naturally this was a strain on
him and everyone else. He developed a hypercritical attitude,
and boys and leaders lived in constant dread of a criticism
or a reprimand. The effect on the camp spirit can easily be
imagined. A Boys* Council was elected for several years, but
there was little for it to do, end its infrequent meetings
were dominated by adult supervision.
1. Dimock and Hendry, Camping and Character, p. 40.
2. Camp Management , pp. 7-8.
•
(
Control at Hazen under the old system was largely ex-
ternal. The many rules and regulations were made by the direc-
tor and infraction "brought a swift penalty. The supervision of
these penalties was one of the chief responsibilities of the
assistant camp director, who would read off the names of the
culprits each morning at breakfast. The major penalty was
"special duty", which meant several hours of work sawing wood,
peeling onions, or rolling the tennis courts. Minor penalties
administered by the leaders were loss of swim, loss of dessert,
and paddling. Constant threats of punishment as controls were
balanced on the other hand by promises of reward in the form
of points toward the camp emblem award. The boy was thus stim-
ulated to enter certain activities by his desire for points,
and prevented from indulging in more spontaneous but forbidden
enterprises by his fear of punishment. And this system worked
after a fashion. As the summer wore on camp life settled down
into a smooth, humdrum routine, most of the boys became tired
of rebelling, accepted the necessity for conformity, and went
home at the end of one or two periods, and the leaders broke
the monotony of continual commands and coaxes with a weekly
"leave. "
This system of organization and control was not without
its values. It meant smooth and efficient administration and
tangible results. As one director has expressed it;*
1. Hill, R. , "Creative Activity in the Summer Camp",
Progressive Education, Vol. IV., p. 116.
"/hen we assemble a large number of children from
different communities to spend two months in a new
environment, we encounter trying administrative
problems. Routine means simplification. Awards and
competition make children willingly submit to
routine. Behavior is predictable and supervision is
simplified. The material results show up better to
parents and to the children themselves; and the
routine camp itself has a pleasing appearance of
order, whereas freedom and spontaneity are likely
to beget an appearance of many loose ends.
The best army, however, is not always the one which is the
best equipped, trained, and disciplined, and which manoe-
vers with, the most pleasing order and precision. The Ameri-
can troops in the World War had far less military training
than the Allies, but they had enough spirit and enthusiasm
to more than compensate for this lack. Routine, training,
discipline and order are fine in their place, but when they
are substituted for freedom, self-reliance and voluntary co-
operation, their value may be questioned. Taylor gives us a
good example of this:"*"
We wished to try out the military 'idea*, and to see
what effect it would have on the group as compared
with otner metnods of procedure. One summer -- the
camp was put on a mxlitary basis, rigidly thorough.
And never was there less resourcefulness and initia-
tive shown by the boys than during that summer, and
rarely were there nearly as many disciplinary problems,
-e concluded that the military idea was not appropri-
ate for boys of the growing, formative age - perhaps
up to eighteen. It seems to destroy those very qual-
ities that a camp is most successful in developing.
Mow while Hazen has never been accused of militarism, it was,
under the old system, decidedly routine. If conformity means
character, and cooperation means, as it did to E. K. Harriman,
p
"Do as I say and do it damned quick," then Camp Hazen under
the old regime might be called a cooperative, character- devel-
oping enterprise.
1. Taylor, C . ft. , "The Gamp of the Future",
Gamps and Camping, 1922, p. y5.
2. Follett, m.P, , The New State, p. 27.
B. EXPERIMENT
1. Organization and Administration.
The first change in organization under the 1930 ex-
periment was the division of the camp into three sections or
councils. This resulted from a demand that the camp be moved
from the fields on the state highway to a more isolated,
woodsy environment. Seven of the tents were accordingly
moved further up the lake into the woods. It was this section
of senior boys which was scheduled to experiment with the new
methods. Before the season began, however, it was decided to
risk the entire camp in the experiment, and two more sections
were carved out of the remaining eighteen tents left on the
old site. The seniors were boys fourteen years old and over,
the middlers twelve and thirteen years old, and the juniors
ten and eleven years old. Each council was in charge of a
"counselor", who also had charge of a tent group. This official
was practically director of his section and conferred with the
cairn director only on important items. His responsibilities
were similar to those of Camp Ahmek's sectional director:1
His function is one of observing, evaluating, conferring,
stimulating, encouraging and directing. His task is
one in which the spiritual element is prominent, in
that personal relations of mutual confidence and co-
operation are a prerequisite to the success of super-
visory activities in enhancing the skills and the
esprit de corps of the counselors (leaders).
By this division of the camp into three councils, and
the creation of the three counselors' positions, the latter
became the real centers of organization and administration. This
relieved the departmental directors of their direct responsi-
bility for the program, but the chief beneficiary of the change
Dimock and Hendry, Camping and Character, p. 219.
was the camp director. Relieved of many harassing details and
the necessity for "checking up" on everything, he was now
free to supervise the "business management of the camp and to
unify the various council activities into a real Hazen spirit
The reorganization of the camp personnel may be diagrammed as
f ollows :
73o /
This means that the counselor has taken the place which the
camp director held in the old system. The counselor alone is
now directly responsible to the camp director, whereas the
department directors and leaders are responsible to him only
indirectly in his respective capacities of business manager
and director of personnel. By this change in organization,
--The camp director has responsibility for no particu-
lar phase of the camp program, but is a stimulator,
coordinator and supervisor at large. Probably his
best investment of time is made with the leadership
of the camp, but he is able to give considerable
time to the boys because he is free from all specific
responsibility. 1
The problem which faced the three counselors at the be-
ginning of the summer was how to transform a group of old
campers accustomed to autocratic procedure and new campers un-
accustomed to any procedure into three closely-knit, cohesive
and cooperative fellowships that could choose, plan, execute
and judge their own organization and activities with the help
and guidance of a few leaders. The counselors decided to attack
Dimock and Hendry, Camping and Character, p. 219.
the problem aggressively at the first council fire on the
opening night of the season. The plan was for each counselor
to make the idea of cooperative organization so attractive to
the boys of his council that they would vote to try it out.
This was not difficult to do. In the Senior Council, for
instance, after the boys and leaders had introduced themselves
so as to get acquainted as soon as possible,
--The counselor — gave a talk explaining the reason for
separating the camp into councils and moving the sen-
iors up the lake into the woods. He pointed out the
opportunity which this change gave to start a new
camp, to replace the old army camp run by the leaders
with a real wood- craft, Indian camp, planned and run
Dy the boys tnemselves. The idea took hold and the
boys voted unanimously to try the experiment.
The result of the council fire was the generating of
a splendid spirit of fellowship and cooperation. The
boys seemed to realize their own responsibility for
the success of the summer. They had accepted the
opportunity to make an important choice as well as
to express their opinions publicly. The gain to the
leaders from the evening was a greater confidence in
the experiment because of the enthusiasm and active
participation of the boys. 1
The next problem was that of organization, which was
settled at the second council fire. The boys of the Junior
Council seem to have solved it more of their own accord than
the others, according to the counselor's report. The juniors
were asked for suggestions for evening programs.
There were many responses and some discussion, all
of which clearly showed them the difficulty of a
large body of boys reaching intelligent decisions.
Suggestions were asked how some smaller body could
work out these details and arrive at a proposition
for the whole council to vote on. After several
ideas, that of electing one representative from
each tent met with most approval. 2
1. Senior Counselor's Report.
2. Junior Counselor's Report.
The seniors reached the same conclusion, although the final
suggestion came from the counselor instead of from the boys.
To continue from the Senior Counselor^ report:
— The meeting was adjourned early so that each tent could
hold a meeting before taps to elect its Sagamore
(representative) and talk over the projects it was
going to work on. All ideas and opinions regarding
council programs, problems and personnel were to be
discussed and some decision reached, so that the
Sagamore could carry the will of his tent to the
Sagamore council for action. All matters thus brought
before the Sagamore council would be acted upon by
this council, or, if the Sagamores were not certain
of the will of their constituents, would be referred
to the entire senior council for approval. The final
authority was thus the quorum vote of the whole
senior council.
The only criticism of this plan is that it did not come from
the boys, but was adapted by the counselor from camp Ahmek's
organization and simply accepted by the boys without question,
so accustomed were they to the autocratic type of adult ad-
ministration.
The junior representatives were called "Little Chiefs".
Their functions were typical of all the representatives, and
consequently worth describing in some detail:
Each Little Chief not only had responsibilities to his
Little Chiefs1 council but was also the assistant tent
leader with the understanding that he set an example
to the other boys and help his leader in all ways
possible. At the head of the Little Chiefs is one boy
elected by them as "Chief", it is his responsibility
to call the meetings, preside at tnem and being res-
ponsible for seeing any plans or decisions made are
carried out. rie also presides at the meetings of the
Junior Council around the council fire - to which
body the Little Chiefs refer their major decisions
for approval. 1
The Little Chiefs or Sagamores thus constitute the executive
body of the council. They are responsible for all problems of
program, administration and discipline tnat concern the council.
1. Junior Counselor's Keport.
%
I 1 « ^ •* rt ■*• w *J-
1
(
•
40
Handling the program was done by the .Little Chiei's
from the very start. They listed all the events
that they would like to have happen and then arranged
them according to the time and the days of the week.
As soon as the program is made, the Chief appoints
one or more boys to be fully responsible for each
event, which meant getting a leader to take complete
charge -- or else to help him work the event out him-
selfT--. i'Tom the boys' point of view, then, the
Chief is responsible for the entire program, it is he
that must call the .Little Chieis1 meeting, work out
a program with the Little Chiefs, appoint the individ-
ual Little Chiefs to be responsible for the various
events and finally "check mp" on them either inde-
pendently or with the Program Man in seeing that they
do it, 1
Most of the program thus planned, in the other councils if
not in the Junior Council, was the evening program. The rep-
resentatives met irregularly whenever the counselor thought
it necessary. Supposedly the programs of the three councils
were coordinated to avoid conflicts, by the three Chiefs or
Sachems meeting once a week with the Social Director, but
this was rarely done. Supposedly, also, the program was plan-
ned, executed and evaluated as well as chosen by the repre-
sentatives, but actually most of this work devolved upon the
counselors and a few leaders. In fact most of the new program
ideas and suggestions came from the counselors rather than the
boys.
A few notes from the Senior Counselor's report will give
an idea of the type of administrative problems that came up for
discussion in the Senior Sagamores' council.
Inspection : Decided to have each Sagamore take turns
inspecting tents informally at any time of day. Tents
to be cleaned up as soon as possible after breakfast.
This didn't work very well as some tents didn't clean
up. It .■'was suggested that competition be started by
announcing the winner of each day's inspection. Result
is gratifying.
1. Junior Counselor's Report
<
(
t
Terminology : "Tents" vs. "Lodge si' "Lodges" arbitrarily
favored by directors and leaders, but Senior Sagamores
followed the Juniors in going back to "tents". Too
hard to change.
Bedtime : Council approved 10 P.M. Taps (half hour
later than last year and Hiddlers) but many boys
went to bed early so Sagamores decided to change
it back to 9; 45. Several tents, however, refused
to quiet down so early so it was eventually voted
to go back to 10 P.M.
"The Hazen Trumpet" : Shall we have it this year?
Can it be made any better than last year? Senior
Sagamores finally voted to publish a "Trumpet"
for the entire camp.
Visitors1 Day: Long discussion. Boys objected
strenuously to visitors in camp any old day of
the week. Recommended that visitors' days be en-
forced if possible.
Policing Campus : Problem of waste papers and rub-
bish raised. Suggested that every boy pitch in
and pick up every paper he saw. Not many ideas on
subject. Cooperation asked at council fire.
Sunday observance: Discussed. Voted to discourage
organized baseball and volleyball, but to allow
individual games like tennis, quoits, handball,
catch.
2. Social Controls.
The problems of discipline faced by the Sagamores* and
Little Chiefs1 councils introduces us to the whole subject of
social control. Social control may be defined as the influence
exerted on an individual by other individuals and groups, es-
pecially those with whom he is in close face-to-face contact."^
p
Boy behavior is largely the product of social forces.
The phantasies and dreams that have grown out of his
social experience are important determinants of his
behavior. The personal relations which have been
developed within his own social world, as a member
1. Park, R.E., and Burgess, E.TC., Introduction to the
Science of Sociology, p. 280.
2. iviason, B.S., Camping and Education, pp. 39-43.
( 1 • 1
(
, t8TXOiip |
i
42
of the groups which are most vital to the organ-
ization of his wishes cannot be ignored. His own
conception of the role he thinks he plays in his
social group must be fully understood in any at-
tempt to prescribe a program for his future ad-
justment. 1
There a,re two types or stages of social control. First
there is the more or less unconscious stage which may be
called influence, in which the re tit ions are those of
agreement or conformity, and which utilize the mechanisms
of sympathy, suggestion and the social self. The second
type is the conscious control that arises from relations of
conflict between the individual and the groun, and is gen-
erally called discipline. We are interested in this chap-
ter in those controls which are the product of the group.
The controls exerted by individual adult leaders will be
discussed in Chapter IV.
The unit of camp society, as of all society, is the
group, and it is the group which undoubtedly exerts the
most influence on the average individual during the camp
season.
The normal unit of character education is the group
or small community, which provides through coopera-
tive discussion and effort the moral support re-
quired for the adventurous discovery and effective
use of ideals in the conduct of affairs. 4
We find the true man only through group organization.
The potentialities of the individual remain poten-
tialities until they are released by group life.
Man discovers his true nature, gains his true free-
dom only through the group. 5
1. Thrasher, F.M. , The Gang, p. 500.
2. Allport, F.H., Social Psychology, p. 336/ 3. ibid., p. 356.
4. Hartshorne, H., and May, M.A., "A Summary of the T7ork of the
Character Education Inquiry',' Rel. Ed., Vol. XXV., Oct, f30, p. 762
5. Follett, LI. P., The New State, p. 6.
By group is not meant a crowd or mere collection of individ-
uals, but a more or less intimate, cohesive organization of
individuals interacting toward a common purpose.^ This
group life is a process, and
— The group process contains the secret of collective
life, it is the key to democracy, it is the master
lesson for every individua-1 to learn, it is our chief
hope for the political, the social, the international
life of the future. . 2
vThat then is the essence of the group process by
which are evolved the collective thought and the
collective will? It is an acting and reacting, a
single and identical process which brings out
differences and integrates them into a unity. The
complex reciprocal action, the intricate interweav-
ings of the members of the group, is the social
process, 3
There are two types of groups at Gamp Hazen: the primary tent
group which may be compared to a family or gang, and the coun-
cil group which is more like a small community. The three
council groups make up the camp society, which rarely func-
tions as a whole except at meal time. We must now consider
the chief controls which these three groups exercise over
boy behavior. These are (1) custom and tradition, (2j con-
sensus, which includes spirit, morale and symbolism,
(3) group opinion, (4) discipline, and (5) awards.
The power of camp customs and traditions has been clear-
4
ly described by L&son. The normal tendency, he says, is to
conform to these camp or group habits which are created and
maintained largely through the processes oi suggestion and
imitation. The campwaye or customs must be distinguished from
the traditions.
1. Follett, It.?., The New State, pp. 8, 22-25.
2. ibid., p. 23 / 3. ibid., p. 33.
4. iaason, B.S., Camping and Education, Chapter II.
The campways are mere habits of acting and ways of
doing, little thought about and often unconscious;
the traditions are ways which have been definitely
evaluated as essential to the camp welfare, and
conformity to them is urged or required by the
group. 1
It is tnus easier to conform, both because of the intrinsic
interest and satisfaction in tne activity, and because of
the group approval which conformity brings. It was inter-
esting to note at Hazen this summer the conflict between
the old autocratic customs and traditions and the opportun-
ity for creating new democratic campways. In spite of the
broken continuity which resulted from the attempted exper-
iment, the hold of the old system was so firm on some of
the campers that it took them quite awhile to wake up to
what was going on. Puzzled as to how to use their new free-
dom, they fell back for security upon the old traditions.
This was a decided handicap to the democratic originating
of informal projects and new program activities, because
the boys had had no training in choosing for themselves, and
didn't know what to do. For example:
Movies were a tradition which carried over from
last year and seemed too hard to break, though the
Junior Counselor is proud to say that the Little
Chiefs voted for it only once a period instead of
once a week 'because they don't belong to camp
life, ' and the council approved. The other two
councils insisted on weekly movies so our desires
were overruled. 2
The Junior Counselor also gives us an example of the growth
of new traditions:
1. Llason, B.S., Camping and Education, p. 19.
2., 3., Junior Counselor's Report.
<
*
It is interesting to note the standardization
even the boys slip into regarding program.
Councils* grew to be regular affairs every
Sunday and Thursday. --Tent night grew into a tradition
of every Saturday because when new boys came into
camp every other Saturday it gave them a chance to
get acquainted with their tent-mates the first night.
It was even more difficult for the boys and some of the young-
er leaders to grasp the new idea of democratic discipline,
so accustomed had they been to artificial penalties and re-
wards, but the new tradition grew rapidly and will undoubtedly
carry over strongly into the coming season. Most of the strong
traditions are those which belong to the entire camp society,
although the new location produced some traditions in the Sen-
ior Council which will be hard to change.
The second important control is group consensus, which
includes esprit de corps, morale and collective representa-
tions or symbols.1 Esprit de corps or group spirit is vari-
ously described as enthusiasm, ecstasy, fellowship and bro-
2
therhood. It seems to be the feeling of unity which comes to
a group of individuals who have common interests and ideals,
and who cooperate to realize them.
We belong to our community just in so far as we are
helping to make that community; then loyalty follows,
then love follows. Loyalty means the consciousness of
oneness, the full realization that we succeed or fail,
live or die, are saved or damned together. The only
unity or community is one that we have made of our-
selves, by ourselves, for ourselves. 3
This esprit de corps normally develops into morale, which is
its manifestation, or the group spirit in action.
1. Park and Burgess, Introduction to the Science of
Sociology, pp. 166-167.
2. ibid., p. 166.
3. i'ollett, M.P., The Hew State, p. 59.
46
iviorale may "be defined as the collective will.
Like the will of the individual it represents
an organization of behavior tendencies. 1
Symbolical representations of the common interests, idea,ls
and purposes of the group contribute much to the maintenance
of group spirit and morale.
The esprit de corps and morale of the group is
in large part maintained by the fixation of
attention upon certain collective representa-
tions to the exclusion of others. 2
These may take the form of names, totems, flags, codes, creeds,
songs, cheers, and so forth.
The only discussion of tent spirit available is in the
Senior Counselor's report:
Cooperation and competition in -- informal projects
has generated a fine tent spirit in most of the tents.
Tent hikes and 'feeds' (after taps) were particularly
effective whenever attempted, and we hope that in the
future they will become a tradition to be maintained
each period. -- Tent meetings just before taps were
also helpful in talking over projects, deciding on
names, cheers and so forth, and the spirit thus de-
veloped was often quite noticeable. One tent tried
giving each boy an Indian name, a plan which worked
surprisingly well, and should be encouraged. About
half of the senior tents acquired Indian names for
the tent itself before the summer was over. Several
tents developed a lot of pride in their neatness in
spite of the casual and intermittent inspection.
Stunt nights, campfire programs, and challenges are
also fine developers of tent spirit. Tent volleyball,
which flourished for two periods, was one of the best
sources of real team-play, cooperation and tent mor-
ale discovered during the entire summer.
This illustrates the part that collective activities and sym-
bols play in the developing of tent group spirit. This spirit
exerted a real control over the cooperative activities of the
group members. In one case the pride of a certain tent kept
the members working all morning on one of the hardest and most
1. Park and Burgess, Introduction to the Science of Sociology,
p. 166.
2. ibid., pp. 229-250.
1 I
t
disagreeable jobs of the season. The same spirit insured
loyal participation in camp duty and other group activities
and censored any individual who failed to do his share.
Council spirit was engendered in the same way, by common
participation in collective activities, and in competition
or conflict with the other councils.
The fire not only served as an introduction to
Indian atmosphere but it made a feeling of fellow-
ship in the council. There was no question after
that meeting just what the Junior Council was, as
a group. 1
The periodic competition between councils to contribute the
most to the World Brotherhood iund, and certain charges
brought against the Seniors by the Juniors also contributed
to the solidifying of council spirit and morale. Examples of
camp spirit are more difficult to isolate, as it is probably
true that,
/--In most cases, -- the tent spirit is synonymous
with the camp spirit and thought of as subordinate
to it. 2
Certainly there was a finer and more effective j-iazen spirit
manifested this summer than ever before in the camp's history.
Another important type of social control in the camp
society is group opinion, a "conviction, belief or sentiment
common to all or to the great majority."^ This may take the
form of either spontaneous expressions of approval or disap-
proval by individuals or groups, or the more deliberate opin-
ions which are the product of group discussion. The former is
largely the product of group customs and traditions, which we
have already discussed. The discussion type of opinion has
T~. Junior Counselor's Report.
2. Dimock and Hendry, Camping and Character, p. 318.
3. Senior Counselor's Report.
4. Park and .burgess, Intro, to Science of Sociology, p. 395.
perhaps a greater though a less obvious significance. It is
the essence oi that dynamic, creative process which is truly
democratic, in tnat it involves the free and active participa-
tion of every member of the group.1 It is the presupposition
of all true public opinion.2 And the only way to train child-
ren to contribute to an intelligent, critical public opinion
is to give them practise m such participation.0 The essence
of the discussion is also the essence of the group process:
the progressive integration of individual differences into a
4
higher unity. This does not mean the annihilation or the ab-
5
sorption of differences into a static uniformity.
The progressive society is measured by its power to
unite into a living, generating whole its self-yielding
differences. 6
"Ve must learn to tnink of discussion not as a struggle
but as an experiment in cooperation. We must learn
cooperative thinking, intellectual team-work. There is 7
a secret here which is going to revolutionize the world.
We can test our group in this way: do we come together
to register the results of individual thought - in
order to make selections therefrom, or do we come to-
gether to create a common idea? "Whenever we have a real
group something new is actually created. 8
For this group idea will not be produced by any «n«
process of addition, but by the interpenetration of
us all. 9
In other years the discussions at Kazen had been of the
religious, Bible Study variety, at a regular time of day twice
a week. Attendance was compulsory. The discussion was conduct-
ed by a leader who generally followed the plan of some dis-
cussion book. The situation was often artificial and uninter-
1. Follett, II. P., Creative Experience, pp. 215-216.
2. Park and Burgess, Intro, to Science of Sociology, pp. 832-3.
3. Ross, E.A. , "Socializing Influences in Child Life,"
Christian Citizenship, May 1929.
4. Follett, M.P. , The New State, pp. 39-40 / 5. ibid., pp. 39-40
6. ibid., p. 96. / 7. ibid., p. 97. / 8. ibid., pp. 29-30.
9. ibid., p. 24.
esting, and most of the "boys had to be prodded to take part.
Needless to say, this period was highly unpopular among "both
boys and leaders. This past summer it was decided to utilize
the actual concrete situations of camp life as the basis of
the discussions. This meant irregular, perhaps infrequent, bu t
real and interesting discussions. There were several types of
these discussions, depending upon the group involved. There
were tent group discussions about program and life problems,
group discussions about various situations that arose in camp,
council discussions of program, rules, and discipline, and
camp dining hall discussions, not to mention those of the of-
ficial representatives of each council.
Y/e have little data on the tent group discussions, and
there is reason to believe that they were not as frequent as
they should have been in a really democratic procedure. In
other words, the representative's opinion expressed in the
council meetings was too often his own rather than the pro-
duct of his tent group discussion. Tent devotions, however,
sometimes took the form of religious discussion.
Religious problems which can be discussed by boys
naturally are problems which they are interested in,
which, in turn, are the only things that theydo
discuss. — As a criticism, I would say that while
there were undoubtedly a number of these discussions
going on amongst the boys, for I have overheard some,
the leaders did not play the part desirable or were
not sufficiently on the outlook for bits of conversa-
tion that they could steer informally into a real,
live discussion. 1
Some of the subjects of recorded tent group discussions were
God, unselfishness, immortality, courage, and sex.
1. Junior Counselor's Report.
t
t
t
Another type of discussion involved a miscellaneous
group of boys interested in a certain situation or topic
which the counselor thought would appeal to them. The latter
would ask in the dining hall how many boys were interested in
discussing such a problem, and if a sufficient number agreed
to attend, a time was set and the discussion held. There were
very few of these. The Middler Council had two or three, one
on war and peace, and another on a problem of ethics which re-
sulted from a certain situation on a hike. The Senior Council
held two discussions, in addition to the planning of the Senior
Canoe Trip described in Chapter III. One of these concerned the
choice of a country from which to invite a foreign boy guest
next summer. The other
-- arose in connection with a questionable movie
shown in camp. The seniors met to discuss whether
it was proper to show such a movie at a camp with
Hazenfs ideals and standards. A great deal of in-
terest was shown. The result was that the seniors
voted that the movie in question was all right for
them, but not for the rest of the camp. They reeem-
mended better pictures in the future. 1
The entire camp participated in some discussions in the
dining hall, most of which were lead by the camp director.
The situations which gave rise to these were the disposal of
chewing gum, keeping the campus clean of waste paper, World
Brotherhood, promptness at meals, and "rafter- sitting. "
Another discussion was attempted at a joint campfire of all
three councils, based on a talk by a foreign Y.M.C.A. secre-
tary, "but not much came of it," according to the I iddler
Counselor. The council fire discussions, which involved the
entire council, and the Sagamores1 or Little Chiefs' council/
1. Senior Counselor's Report.
— J V9I1A »i.J»J*5*J '•JilJ X«J Jd'Vl A'JX JVll JUM I
«
discussions were largely concerned with, the same type of prob-
lems. These problems of program, rules and regulations, dis-
cipline, and awards might arise either in the council meet-
ings or the representatives' meetings, but the more important
ones were usually settled by the entire council acting on a
recommendation of the representatives. These council discus-
sions probably exerted more social control than any other type,
because the will of the group was made so apparent that few
individuals would dare to defy it. This was especially true
regarding problems of discipline, a type of social control
which we shall now consider.
This disciplinary control, as we have seen, arises from
conflict with, rather than conformity to group standards. The
discipline of group opinion which arises from deliberative
discussion of the individual's unsocial behavior is midway
between that ideal of self-discipliiie which would obviate such
behavior, and the external, artificial discipline of unsympa-
thetic adult compulsion. Discipline in any case should be pos-
itive, the power to decide upon and persist in the execution
of an action."1"
-- Discipline means achievement through intelligent
restraint of errant impulses, education tnrough care-
ful guidance and control. 2
"When the individual is unable to achieve this discipline of
himself, the group must, for his sake as well as its own, step
in and help him by conditioning his unsocial responses as un-
satisfactory. ^
1. Dewey, J. , Democracy and Education, p. 152.
2. Hamilton, A.E., "Camp Discipline," Gamp News, Dec. 1926, p. 19.
3. Allport, F.H. , Social Psychology, p. 392.
I believe that the more we can accomplish in
moulding "boy attitudes through the pressure or
discipline of the boy group, the nearer we will
approach the ideal of helping to form character
through an appeal to the "best inward desires of
the individual boy. 1
Hot rewards and punishments, but consequences --
I have found to be the Aristotelean golden mean
between the artificial and therefore superficial
lure of reward with its shall ow pleasure, and the
depleting and corrosive fear of punishment, with
its ever deepening resentment and chronic grouch.
Boys can adjust .to prizes and black marks, but
they can understand consequences as part of the
game they are playing. 2
Boy court procedure can go entirely wrong as a means
of education if the boys do not understand the
cardinal principle of camp court practise. — Al-
ways I have put up to my boys in court the fact
that one of their fellows has done wrong, and that
it is up to the court to show him how to do right. 3
This is one respect in which the boys at Hazen last
summer quickly responded to the suggestion and example of
their leaders and broke with the old tradition of artificial
penalties such as work, loss of privileges, and corporal pun-
ishment.
In handling discipline problems the first thing we did
was to abandon any kind of work as a form of punish-
ment because we should try to teach the joy in work
and not the drudgery of it. In general, the matter
has been entirely left up to the boys, at least in all
major cases. -- The boys have voted on every rule they
have made v/ith the idea of choosing what is most de-
sirable for the good of the group and making an agree-
ment with each other in carrying it out, thus providing
a more positive incentive. — (When discipline is
necessary) the leader takes things into his own hands
in only minor cases; the tent group, where the offense
directly concerns them; the Little Chiefs, where it
concerns the entire camp or council. -- The offender
is always sent for to get his side of the story. The
matter is discussed, from the possible motives to the
1. Hamilton, A.E., The Real Boy and the ITew School, p. 351.
2. Hamilton, A.E., "Gamp Discipline," Gamp News, .Dec. '26, pp. 20-
3. Hamilton, A.E., The Real Boy and the New School, p. 346.
influences involved, until there is no angle of
it left unturned, and then a punishment or
course of action is decided on both to fit the
crime and the criminal. This has been especially
interesting - the way in which the hoys have con-
sidered the individual and the effect of the
punishment on him. 1
There is no doubt but tha.t this is a most effective
type of control, embodying as it does not only the force of
camp customs and traditions and the spontaneous disapproval
of the group, but also the deliberate group opinion which
arises from a discussion of the specific situation and all
the factors involved. One important rule, for example, was
broken by a boy who had been Chief of the Junior Council
for two weeks.
It was a solemn occasion when the boy who had pre-
sided at the council and been head of the Little
Chiefs came before that body, meeting without him,
to offer his explanation. He had nothing to say
and I have never seen a more ashamed boy.-- The
Little Chiefs felt that losing his emblem would mean
more to him than anything else. He was obliged to go
home without it. 2
Another example may be taken from the Senior Council.
A boy was caught out of bounds. He didn't care. The
matter was referred to the Sagamore council, and the
usual penalties discussed and rejected as unable to
change the boy's attitude. It was finally decided to
have the counselor talk to him and try to change his
attitude. This was done and the boy's cooperation
secured foi? the rest of the period. 3
The notable thing in this case was that the leader had talked
to the boy before on his own initiative, without result. It
was the group opinion which finally secured his change of
attitude.
1. Junior Counselor's Report.
2. ibid.
3. Senior Counselor's Report.
54
One case of discipline was referred by the Sagamores
to the entire Senior Council for discussion, because it was
so serious as to involve the honor of the entire camp.
One of the most impressive council fires of the
summer was the one at which three boys were brought
to trial for taking property while on a canoe trip.
The hoys involved were asked to give their story
and then allowed to leave the meeting. The Seniors
then very seriously and sincerely discussed the
case, with no attempts to wise-crack or minimize
the offense. They decided to ask the three offen-
ders to return the property and apologize to the v/hole
camp in the dining hall. --One took his medicine very
seriously and went through with it like a good sport.
He was quite broken up by his failure to realize and
make use of his opportunity and responsibility as
leader of his canoe to prevent the affair, and wanted
to do all that he could to make amends. 1
Of the other two offenders, one took the consequences as a
joke and the other went home to avoid them. This seems to
show that the results of a group discipline process are con-
ditioned by the extent to which the offender is a real mem-
ber of the group and participates in its spirit and morale.
As the Junior Counselor says, unless the group has developed
into a 'social unit', democratic decisions affecting that
unit are artificial and useless. The first offender mentioned
above was a real member of the group as the other two were not.
So were two other boys whom the discussion so impressed with
the seriousness of the situation that they voluntarily con-
fessed to similar offenses on the same trip, and took the pen-
alty of apologizing to the Senior council with good grace.
Analogous to the change from artificial to the natural
consequences of unsocial behavior, was the change in the method
of awarding the rlazen emblem. This problem oi awards and recog-
nitions is an enfant terrible. It seems to belong nowhere in
1. Senior Counselor's Report.
55
this thesis because of its artificiality, and yet it demands
to be included. It might be discussed in connection with pro-
gram, or leadersnip, or the recording of results, but we have
decided to deal with it here because of its close relation to
penalties and punishments in the artificial control of conduct.
It might become a more effective social control if it were
administered by the boy group instead of entirely by the lead-
ers, as is now done at iiazen. The leaders have not yet reali-
zed this, bjit they did realize that the emblem award was too
artificial and was really not much of an honor. It had been
granted for the accumulation of a certain number of points in
each of the four fundamental departments of camp life over a
period of two weeks, Host of the points were given for pas-
sing certain activity tests, although some were gradings of
character qualities. The obvious purpose of the emblem awards
was to stimulate interest in activities and to make them attrac-
tive and satisfactory by recognizing successful participation.
What really happened, however, as Kilpatrick has pointed out,
was that the interest and satisfaction in the emblem awards was
rarely transferred to the activity itself. ^" The emblem was fair-
ly easy to win in the lower of the twelve degrees. Some of the
boys became so entnusiastic that they would spend all their
time 4ime winning points, returning to camp year after year
simply to add more degrees to their string. They were not ne-
cessarily the real leaders in camp activities or the best rep-
resentatives of the iiazen spirit, wnereas some of the ;Ireal
boys' were unwilling to sacrifice the more informal, spontan-
1. 1-ilpatrick, "7.H., "Program LLaking,"
Christian Citizenship, Jan. 1926.
56
eous aspects of camp life to winning points for an emblem.
Consequently, at the beginning of the 1930 season, the lea-
ders decided to attempt to change the emblem award from a
quantitative to a qualitative basis, with the aid of much
suggestion and diplomatic manoevering the boys were finally
influenced to try the "new system" along with the old, al-
though no one knew what the "new system" meant.
After the matter of emblems had been cussed and dis-
cussed by boys, leaders and directors and left pretty
much up in the air during the first period, it was
decided to award the emblems on the rather vague
basis of camp spirit , all-around participation and
development in "camping and character" as well as on
the old plan of passing the four-square tests. A
fair number of seniors, perhaps a fourth, were award-
ed degrees on the new plan, none on the old. There-
after the awards were based on more substantial data,
the da,ily activity records kept by the boys themselves
and the attitude cnarts marked by the leaders twice a
week. -- The awarding was done by the leaders' council,
and in spite of the difficulty of deciding cases "on
the line," the standard of awards was no lower than
before. There is much room for improvement in the
direction of abolishing the emblem system altogether,
but the system tried this summer was far superior to
the old method as an instrument for developing boy
character. 1
In the other two councils, twelve emblems were awarded on the
old plan during the first period. After that the old plan
entirely ceased to function. About the same number of awards
were ioa.de this season under the new system as had been made
the preceding summer under the old plan. As a social control
the emblem was generally more effective when it was not award-
ed to a boy, especially if he expected to receive it, or when
it was awarded with a warning of how close the decision was.
Such a situation gave the boy's leader an opportunity for a
serious talk with him about his deficiencies, and in most cases,
1. Senior Counselor's Report
after the initial soreness had worn off, the "boy made a fine
comeback and won the emblem the following period. It must he
emphasized, however, that the control exercised is that of the
opinion of an external adult group, which is not as effective
as that of the boy group would be.
The fact that the awards were now made on the basis of
general participation in camp life instead of passing tests
in specific activities meant that the program must now be
based not on artificial incentives but on the intrinsic appeal
of an activity to the real interests of the boys.
To the extent that boy interests (are) the main reasons
for taking up the organization, the interest is
likely to go on. 1
And the consequent increase of activities which are engaged i n
for their own sake, which are intrinsically stimulating and
inherently satisfying, may lead eventually to the complete abol
ition of awards and penalties. The essence of the entire social
process and of all social control lies here, in creative activ-
ity. It is creative activity which transforms the group idea
and opinion into an active group will and thus makes possible
the progressive integration of both individual and society.
We create the common will and feel the spiritual
energy which fl&ws into us from the purpose we
have made, for the purpose which we seek. 2
It is not the will of the people we are interested
in but the life of the people. Public opinion must
be built up from concrete experience - from our
daily activities. 3
1. Gregg, A.J., Group Leaders and Boy Character, p. 116.
2. Follett, M.P., The New State, p. 59.
3. Follett, 11, P., Creative Experience, pp. 215-216.
i
58
Integrating wills does not give us the democratic
process "because genuine union can take place only
on the motor level. Control - in government — in
industry - must rest (l) on the concrete activities
involved, (2) on the interdependence of these
activities. 1
To state the eame principle in the words of an experienced
I 2
camp director:
Socialization of groups can best be accomplished
by the project method. Group projects rather than
individual projects should be stressed if campers
are to be adjusted to each other.
This brings us to the chapter on program, which, as we shall
see, revolves about the problem of project education. It is
the group project which is the connecting link between co-
operative organization and control and "camp life as the
curriculum. " 3
C. EVALUATION
We have already noted certain results of the division
of Camp Hazen into three sections or councils. Theoretically,
by freeing the Camp Director from many of his former respon-
sibilities, it made it possible for him to devote more time
to the boys. Actually, however, it removed him further than
ever from them, because it deprived him of those essential
contacts furnished by close supervision of program and dis-
cipline. Some solution of this problem must be found, as
Hazen fs camp director is a man of unique and stimulating per-
sonality, which should certainly be utilized in camp control.
Perhaps he could take over many of the daily cnapel talks from
the leaders, and participate more in evening programs and
informal projects, as Ahmek's director does.
1. Follett, M.P., Creative Experience, p. 256.
2. Gibson, H.W. , Camp as a Social Adjuster, p. 17
3. Dimock and Hendry, Camping and character. / 4. ibid, pp. 294-6
•
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t
The camp director stands, outwardly at least, as
the symbol of the unity of the entire group. His
is the one outstanding personality and he embodies
ajid expresses the whole atmosphere and spirit of
the camp. — His leadership depends largely upon
his personal qualities and he is in a position to
be appreciated and evaluated by members of all the
age-groups. He is also in a position to deal with
individuals among the boys. He invites personal
talks and can deal effectively with behavior prob-
lems. — .because of his position and his personal
qualities he is a powerful factor in control through
his visits to tent groups throughout the camp,
inspecting, talking with boys about what they are
doing, suggesting new things to be undertaken,
encouraging, complimenting, advising, knowing every
boy and his interests. 1
The division of the camp into smaller units or age
communities also solved certain difficulties among the boys
themselves. For years the older boys had been a problem at
Hazen. They did not take much interest in the routine program
which they had been exposed to for several periods and often
for several years. They monopolized the more popular, spec-
tacular activities, and expended their excess energy in teas-
ing younger boys or breaking camp rules. Hor was this problem
confined to Hazen.
This conflict between older and younger campers
-- is an everpresent characteristic of adolescent
psychology whenever boys or girls of varying ages are
brought together. -- At the root of this age conflict
is the wish for recognition. The older campers1 ego
is outraged at finding themselves classified in the
directors mind with the smaller boys or girls. They
long for recognition of their greater size, age,
approaching mannood.-- Likewise the smaller camper
finds no opportunity for recognition in a camp dom-
inated by older and bigger campers.-- These things
being true, it is obvious that the camp should have
strict age stratifications. — ?ine group spirit can
be developed within all of the divisions if they
occupy sections of the camp site by themselves. 2
1. Dimock and iiendry, Camping and Character, pp. 294-295.
2. kason, B.S., Camping and Education, pp. 59-60.
•
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This division not only makes possible a better social ad-
justment among the boys, but provides opportunity for dif-
ferent hours of sleep, different schedules and different pro-
gram activities for the various age groups. This sectional-
izing of the camp contributed perhaps more than any other one
factor to the success of the experiment in cooperative organ-
ization and control.
Several criticisms may be made of the way in which the
machinery of cooperative government functioned during the sum-
mer. The outstanding one is that the counselors, particularly
the Senior Counselor, made too many direct, open suggestions
in the council meetings, instead of patiently and diplomati-
cally drawing ideas and desires from the boys themselves. In
other words, the counselor was trying to get them to accept
his opinion instead of helping them to decide what their own
best opinion was. The tragedy of this mistake was tha.t the
boys were so strongly influenced by the old autocratic tradi-
tion of adult control and suggestion that they did not know
enough to rebel, and consequently accepted many adult sug-
gestions simply because it had formerly been the thing to do.
The suggestions usually adopted were too directly and
obviously those of the counselor rather than of the
boys themselves. More skilfull manoevering might have
drawn the same suggestions from the boys - at the
expense of much time and patience, it was felt, how-
ever, that a failure in organization at the start
might ds,npen the enthusiasm for the experiment and
handicap us in the future. Hence the large part played
by the counselor in the boys' suggestions. 1
This shows an evident lack of faith in the ability of the boys
to choose wisely, or to learn by choosing unwisely and taking
1. Senior Counselor's Report.
.1
the consequences. Hazen has since learned, however, that
cooperation means sharing on the part of the directors and
leaders as well as "by the boys, and that "the more smoothly
the program is run the more negligible is the character pro-
duct of the camp.""1" It must be said, however, to the credit
of the Junior Counselor, that he realized the full implica-
tions of the cooperative method from the start and devoted
much more time and patience to the stimulating and guiding
o
process than the otner counselors.
Another criticism of a similar nature can be made of
the Senior Counselor. He did not have enough confidence in
the ability of the Sachem to handle the discussions and the
program of the Sagamores and councils, so he conducted them
himself.
The Sachems elected were all real leaders and filled
their position capably and efficiently. The first
Sachem presided over the council business meetings,
coached by the counselor, but this custom was not
continued, due to the negligence of the latter. It
is valuable training, however, for the Sachem, and
also gains the respect and attention of the other
boys. It should be tried again next year. 3
The same criticism applies to the Hiddler Counselor, but the
Junior Counselor allowed his Chief to conduct most of the
meetings and thus sacrificed smoothness and efficiency for
greater social control and character values.
Theoretically, the summer's experiment was based on the
principle of more choice for the boys themselves.
Opportunities for making choices was one of the
main objectives of this summer in regard to the
boys' participation (in) camp life. 'ITo character
development without choice' was the generalization
we attempted to work on. 4
1. Dimock and iiendry, Camping and Character, p. 122.
2. Junior Counselor's Report.
3. Senior Counselor's Report.
4. Junior Counselor's Report.
Actually, however, the boys' choices in the field of organ-
ization and administration as well a s in the field of pro-
gram were confined to the first step in the learning process.
'(Then it came to planning, executing, evaluating, the leaders
made all the choices. This was due, of course, to the hold
which the old traditions of adult control had on "both boys
and leaders. The Junior Council again came nearest to fulfil-
ling the spirit of the experiment, although the boys were far
from independent of their leaders.
— The Chief appoints one or two boys to be fully
responsible for each event which meant getting a
leader to either take complete charge -- or else
help him work out the event himself. 1
The writer would not for a moment deprive the leaders of their
advisory capacity, as this would kill the cooperative process,
but certainly the boys should have a larger part in the actual
planning, executing, and judging of projects than was actually
allowed them in any of the three councils. The solution of
the problem seems to lie in the direction of the Junior Coun-
cil's procedure, the appointment of a boy cabinet and boy
committees who will be actually responsible for planning,
carrying through and evaluating the project, as in Hason's
2
camp. Only in this way can the cooperative process make
the most of its possibilities for education in democratic
citizenship.
A. minor criticism of the functioning of the cooperative
organization is the lack of coordination between the programs
of the three councils. Theoretically, the three Chiefs or
Sachems were supposed to meet with the program directors once
1. Junior Counselor's Report.
2. It^ason, 3.S., Camping and Education, pp. 80-81.
•
•
( 1
a week to compare notes and adjust any conflicts in activi-
ties. Actually, this seldom took place, because no one per-
... , 2
son held himself responsiole for calling the meeting.
Another year this would be the responsibility of the director
of program, a new official suggested in Chapter III. At Gamp
Ahmek the sectional councils (representatives; meet once a
day, and their programs are coordinated every day by the camp
council. Such frequent planning and coordination is not neces-
e
sary at Hazen where ther are fewer sections and where the pro-
gram is as yet much less informal and spontaneous than it is
at Ahmek, where most of the camp curriculum seems to consist
.2
of some form of group enterprises.
ffe shall now attempt to evaluate the various important
social controls in use at Camp Hazen. The first of these is
camp custom and tradition. Effective as these undoubtedly are,
it would surely be worth while for the boy group to examine
and discuss them with a view to determining their real value,
3
especially since kason found that
- A general vagueness existed in the minds of the
boy campers as to just what were the traditions
and ideals for which their camps stood.
In addition, many new worth while traditions might be stimu-
lated by the directors to increase the control which this
medium has over group behavior. Another important aspect of
tradition is its continuity or the power which it has to
carry over from one season to another by way of the old camper
who '*know the ropes."
T~. Senior uounselor's Report.
2. Dimock and Hendry, Damping and character, Chapters III. -VII
3. Liason, B.S., camping and Education, p. 75.
•
t
Songs, ceremonies, group names, and all of the
things which are continued from one season to
the next, help to bridge tne gap of months and the
difference in the mem oer snip of the camp. Stories
concerning the origin of the camp; narratives of
its past achievements and activities; explanations
of Indian blankets which hang in tne dining lodge
depicting events in the history of the camp; --
all of these and many similar devices are important
means of transmitting traditions, vivifying memories,
and introducing new members of tne camp community
to the history, ideals, and customs of the camp,
new members get an impression at once that they
are entering into a new social process which has
both a history and a future. 1
Analogous to the Indian blankets in the dining lodge, Hazen
has her murals of camp, outdoor, and Indian life painted on
the walls of the dining hall by a noted artist, symbolizing
the various activities and attitudes of the ideal camper
and the camp spirit which unites them all. Certainly much
more could be done in the way of opening and closing ceremo-
2
nies to preserve the continuity of the camp traditions.
Group spirit and morale we have seen are largely de-
pendent on cooperative activities, especially informal group
proj ects.
The informal project wherever used has more than shown
its worth in the fine group spirit it has stimulated.
Boys who never work together in anything else have -
shown amazing cooperation on a common informal project.
Ho rale in the tent group is a decided factor in
control and may be harnessed as a valuable educational
asset. Morale should be engendered early in the
season and preferably through cooperative under-
takings and experiences. 4
Everything which the members of the community do
together, especially those activities where symbols
or persons bring to a focus the attention, attitudes,
or interests of the members of the group, is likely K
to be effective- in building up the mechanisms of control^
1. Dimock and Hendry, Camping and Character, pp. 322-322.
2. ibid. p. 323.
3. Junior Counselor *s Report.
4. Dimock and Hendry, op. cit., p. 326.
5. ibid. 322.
i
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Among the most effective of these collective activities at
Hazen are tent "feeds", hikes and challenges. There should
be more of them, especially the first mentioned. This need
/for more and better cooperative activities will be empha-
sized again in Chapter III.
Both Dimock and Mason emphasize the importance of se-
lecting the tent groups, or of allowing the boys to select
their own groups.
At Ahmek campers are encouraged to form their own
groups and select their own counselors. Y/hatever
natural groupings are founfl leaders in the camp
are alert to throw around them the formalizing
tent organization.-- These •family* groupings con
dition and determine to a very large degree the
kind of character outcomes resulting froma camp
Perhaps the best preventive measure with respect
to cliques is to allow campers to choose their own
tent or cabin mates as far as possible and not
arbitrarily assign them without respecting their
wishes; they will probably associate as they choose
in the long run anyhow. 3
These opinions are important for Hazen to consider, because
Ha.zen uses the method of arbitrary assignment. The basic
reason for this policy is that many Hazen campers stay only
two or four weeks instead of the entire season, and this makes
stability impossible. Moreover, may not the method of arbit-
rary assignment ultimately satisfy the boy wish for recogni-
tion and new experience with as much character value as the
other method might produce in satisfying the wish for security
and response? May not the arbitrary assignment be more condu-
1. Dimock and Hendry, Camping and Character, p. 326.
2. ibid., pp. 37-38.
3. Mason, B.S., Camping and Education, p. 63.
The formation of these groups should be thoroughly
studied if results in harmony with the camp's ob-
jectives are to be achieved. 1
experience.
2
c
cive to the development of tolerance, self-reliance, and
the emotional weaning of the boy than the method which at-
tempts to preserve the home group environment in order to
increase the probability of transfer?^" At any rate, the
problem merits careful study.
There is need for a greater use of symbolism at Gamp
Hazen. One splendid example has already been described, the
dining hall murals painted by Mrs. DaLoria Norman of the Old
!Lyme art colony. These paintings furnished wonderful material
to the leaders in their morning chapel talks, and enabled them
to grip the interest of the boys immediately. These vivid,
graphic and colorful paintings express in concrete form just
what the more abstract symbol, the Hazen spirit, ought to
mean to every camper. Another effective form of symbolism used
in other years, and which Hazen would do well to revive, is
the world brotherhood candlelight ceremony, one of the most
significant and soul- stirring experiences of the whole summer.
Much more use might be made of names, totems, yells and songs
as symbols of group spirit. There were hardly any council songs
written this summer. Mason is emphatically in favor of mottoes
as a form of symbolic control. Individual mottoes were tried
in one tent with some degree of success. In general, however,
the symbols used at Hazen this summer are but a drop in the
3
bucket of possibilities. We sadly need Mason's advice here.0
-- Since suggestion is the potential factor that we
have seen it to be in governing attitudes and conduct,
it would probably be most helpful if, through motto,
story, symbol and talk, the traditions and ideals were
explained, interpreted and reiterated much more than
they usually are.
la For a discussion of "transfer", see Chapter V.
2. Mason, U.S., Camping and Education, pp. 73-76.
3. ibid., p. 76.
t
The first thing to be said in evaluation of the dis-
cussion method of forming group opinion is that there is no
place for the "set" discussion. It was the attempt to stimu-
late these discussions "by announcing them and inviting all
interested to attend which received the emphasis last sum-
mer, but the few held were not very successful. This was
largely "because they carried a traditional connotation of
the old compulsory Bible study type of discussion.
There have "been no formal "set" discussions. The
other councils have tried it without success,
and we simply steered clear of them. 1
They were not without their value, however, as they were,
unlike the discussions of past years, "based on current sit-
uations in camp life.
The type of discussion tried this summer proved far
more valuable and successful than the kind held in
former years. The interest inherent in actual life
situations can never he duplicated by discussions
that are arbitrarily forced and artificially stim-
ulated. 2
The point we are trying to make here is not that discussions
should "be abolished, "but that this type of discussion should
"be absorbed into either tent discussions or council dis-
cussions.
The leaders must take a greater interest in stimulating
and guiding these group discussions of program, procedure, and
life problems than they did last year. Without such discussions
the representatives' opinion will be their own and not that of
their group, which makes impossible a truly democratic process.
1. Junior Counselor's Report.
2. Senior Counselor's Report.
%
68
Moreover these discussions are tremendously eifective in
solving boy problems and controlling their behavior througn
the shaping of ideals and attitudes.
family hour1 just before taps provides a most
intimate and favorable occasion for creating
desires for the higher values, although we have
not yet begun to realize its possibilities. 1
This period may well be used both to evaluate the activities
of the past day and to make plans for on-going projects on
the morrow. It is for this reason that Schaffer calls this
time "the evaluation period.
--w*e would describe the evaluation period as a time
when the counselor (leader) meets with his boys
for the purpose of interpreting the social exper-
iences of camp life and jointly coming to some
agreement as to how these experiences can be inte-
grated into the ideals and purposes of the individ-
ual or group.
But leaders cannot become "skilful in seizing upon actual
situations and experiences within the life of the camp and
the group as the basis for discussion and evaluation" with-
. . 4
out training.
(The leader) should be coached in alertness for both
the problem situation and for the opportunity of
appraisal of daily camp experience as valuable mat-
erial for use in the evaluation period. 5
Hazen's leaders last summer had no idea of how to lead a dis-
cussion group. In the first place they were bound by the old
tradition of the Bible study type, distasteful to them as well
as to the boys, and hence were not eager to try discussions.
In the second place they had had no experience in leading dis-
cussions. A blank was mimeographed as a sort of guide and record,
1. "Dimock and Hendry, Camping and Character, p. 129
2. ibid., p. 129.
3. Schaffer, L.B., "The Use of the Evaluation Period in the
Camp Program," The Camping Magazine, May, 1930, p. 13.
4. Dimock and Henflry, op. cit., p. 129.
5. Schaffer, L.B., op. cit., p. 13.
%
but little used except by tiie Junior and. fiddler Counselors.
Personally I do not believe that the solution lies in this
direction so much as in getting across to the leaders the
idea that a discussion is nothing but a worth while "bull-
session'1 which the leader attempts to keep to the point and
guide to a definite group decision. I believe that this simple
method will produce far better results than any elaborate
system of training or recording.
The council fire discussions are also important in de-
termining special program projects, in solving problems of
community life, and in formulating council opinion and spirit.
The special discussions held last summer on movies, world
brotherhood, and private property would have been of much
greater value, if they had been broached at council fire rath-
er than to a miscellaneous group of interested individuals.
These discussions, however, are one place in which the coun-
selor or leader instead of the boy Sachem should take charge.
More of the problems which arose in the Sagamores1 council
meetings should also have been referred to the council fire,
as was the case of Senior discipline already described. The
jurisdiction of the Sagamores sould in any case be more clear-
ly defined to prevent a usurpation of power that rightfully
belongs to the entire council.
In conclusion we may say regarding discussions in gen-
eral, that the word "discussion" should if possible be strip-
ped of its former narrow connotation of compulsory Bible study
and its real significance as a universal method of creating
group opinion and initiating group action should be emphasized.
ll
It is this discussion method which, as Mary Follett says,
is the very heart of the group process and the creative, pro-
gressive activity of the truly democratic society.
The new method of disciplining unsocial behavior by
group opinion was one of the most effective controls used.
This new tradition should be continued. It is up to the old
campers to see that the new campers, who are only familiar
2
with the old method of penalties, will quickly grasp the new
tradition and method and make it their own. Moreover, in the
future both the tent group and the council should have a
larger share in formulating their rules and regulations, and
as far as possible approve the minimum health and safety rules
considered necessary by the directors. This is the only way
to insure a social unity which will judge itself and its mem-
bers by the standards which it has created. Camp Ahmek's exper-
ience confirms this.
As a general statement, it can be said that where the
rules were self-imposed and self- enforced, the prim-
ary nature of the tent group remains intact; that
this is lost only when the regulations come from the
outside. While it may be futile for some higher
or external authority to force rules upon the boys,
it is possible, through the council and the counselor
(leader), to get them to formulate and enforce for
themselves all the regulations necessary. 3
We come finally to the difficult problem of emblem
awards, i'here are two main arguments for the use of awards
and emblems in campt first, to initiate new campers into the
satisfactions of a new activity, and second, to satisfy the
fundamental wish for recognition.
1. Follett, U.P., Creative Experience, pp. 215-216.
2. Dimock and ilendry, Camping and Character, p. 124.
3. ibid., p. 316.
4. Character Education in the Summer Camp, p. 12.
Hazen's change from basing the emblem on credits for specific
activities to awarding it for general participation in Gamp
Hazen activities and attitudes deprived the emblem of its
value as an introduction to specific activities, Xhe program
must now stand or fall on its inherent interests and satis-
factions, and recruit its participants as all interesting,
satisfying activities do. Deprived of this value, the Hazen
emblem seems to some leaders superfluous. As the Educational
Director reports,1
The opinion has been more or less widely voiced that
even the present system of awards leaves much to be
desired. The awarding of emblems wholesale as has
been done seems to give the boys the idea that they
are something to be expected rather than something
to be won only w±th considerable effort.
If this statement is true, perhaps it would be Getter to abol-
ish the emblem award entirely at Hazen, as has been done at
Camp Ahmek and Gamp Weona. Ahmek still (1928) retains its
bar awards, but has concluded that they are, as Kilpatrick
4
advises, merely temporary stimulants to be soon discarded,
Ahmek' s experience in this matter has produced three inter-
-i 5
estmg conclusions:
(1 ) The older the camper, the less need there is for
the artificial bar incentive. 12 J Bars are unnecessary
in the major camp activities. (3 J Weaker (leaders;
appear to depend more on bars than the higher-grade
(leaders. j
Here is "Jeona's experience.^
The directors, staff, and the camp committee observed
tiiat there was fully as much participation in activi-
ties and fully as much interest in these activities
1. .educational Director*s Report, Gamp Hazen, 1930.
2. Dimock and Hendry, Camping and Character, pp. 96-103,
3. ''Suggested Experiences in .3oys 1 Camp Programs'',
Christian Citizenship, April- Liay 1928, pp. 14-15/ 6. ibid.
4. Dimock and Hendry, op. cit., p. 103.
5. ibid., pp. 102-103.
(
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72
as in any previous summer. From our experience
at Camp weona we are inclined to believe that the
matter of awards is largely a matter of attitude.
J3oys expect what we lead them to expect.
The Middler counselor, however, is among those who
favor retaining the emblem for its recognition value.1
1 believe that the third point I the wish for recog-
nition ) is most adequately served by the emblem
system, and for that reason 1 do not believe we
should give it up. The problem is to create a
more perfect means of de terming who shall get the
emblem.
i^ay we point out, however, that when the emblem is awarded
to the majority, trie major recognition, and a decidedly un-
pleasant one, is apt to go to the minority who did not re-
ceive emblems. Moreover, the ones who receive the positive
recognition of the higher degrees are not the ones who really
need it most, as they have other means of recognition which
are less artificial, whereas the minority who receive no
recognition or negative recognition are likely to be definite-
2
ly harmed by it.
Perhaps the solution of Hazen's problem is some plan by
which the emblem will be transformed into a group symbol, award-
ed to an individual by his tent group, or to a tent group by
the council for creditable participation in group projects.
This has been tried rather successfully at Scy Gamp, Blue Ridge,
3
in 1925, although this is not the only instance.
Concerning the group awa,rd, may I say that this to
my mind is the finest use to which the system of
awards has been put. It makes for loyalty, unsel- ^
fishness, service to others, and good sportsmanship*.
1. Middler Counselor's Report.
2. Character Education in the Summer Camp, p. 12.
3. Gregg, A.J., and Brandenburg, E.W., "Democratic Camps",
Christian Citizenship, April 1926,
4. Scott, L.F", "The Psychology of Individual and Group Honors,
Awards, and Insignia", Camps and Camping, 1926., p. 71.
i
<
73
The emblem thus used becomes an instrument for evaluating
the group activity rather than a means of stimulating it.
The value of such a plan would not lie in its recognition
value, which can be successfully attained in other ways. An
example of this is Camp Weona, mentioned above.'0
Recognition of individual accomplishments was given in
the announcements and on the bulletin board, but
rather as incidental to announcements of group
achievements. The individual was recognized par-
ticularly as he contributed to the group welfare
and accomplishment.
The group emblem plan would be worth studying, especially since
Hazen has been most slack in evaluating its group projects and
needs some instrument or method to remedy this situation.
Apart from such a plan, the Hazen emblem seems doomed, although
it may take a long time for the boys themselves to reach this
decision.
In summarizing this chapter it may be well to note some
inherent values in the cooperative method of organization and
control as stated by Dimock and Hendry in "Camping and Charact-
er. "5
(1) Cooperative camp procedure is based ultimately
on camper interests and purposes. This is a prime
requisite of effective learning.
(2) Cooperative camp procedure gives large oppor-
tunity and practise for thinking, planning, decid-
ing, carrying responsibility, executing and judging.
This again utilizes the essential method of an
educative experience.
(3) Cooperative camp procedure provides actual prac-
tise in democratic citizenship.
(4) Cooperative camp procedure has the decided effect
of increasing and intensifying mutual respect and
confidence between campers and members of the staff.
-- Watson found that camps operated on a cooperative
basis rated highest in terms of character accomplish-
ments.
1. Gregg, A.J., Group Leaders and Boy Character, p. 106.
2. Christian Citizenship, April-Kay 1928, pp. 14-15.
3. Dimock and Hendry, Camping and Character, pp. 124-127,
pp. 325-327.
(5) It is clear that if the educative purpose of the
camp is to he effective, the 'program* or curriculum
must "be envisaged as the total process of action and
interaction which constitutes the community life of
the camp. This implies that character education
is entirely a social process.
(6) The primary tent or cabin group with its group
pressures, leadership, opinion, approvals and dis-
approvals, is the "basic unit of the social organi-
zation. Morale in the tent group is a decided
factor in control and may "be harnessed as a valuable
educational asset.
If Gamp Hazen is to realize more fully these potential
values of the cooperative method, it must take certain defin-
ite steps to improve upon last summer's experimental proced-
ure. These have already been discussed, but we summarize them
here. (1) The directors, counselors and leaders must gain a
clearer idea of and a greater faith in the cooperative method
of organization and control.
(2) The boys must be given opportunity to participate
in the planning, executing and judging of projects as well
as in the initial choice of these activities.
(3) Hazen must give more attention to developing trad-
itions, spirit and morale, and symbols as means of social
control.
(4) Group discussion must be transformed from its narrow
implications of compulsory Bible study to a universal method
of democratic procedure.
(5) Boy groups must be encouraged to develop their own
codes and rules of social behavior as a basis for self-disciplin
(6) Emblem awards should either be changed into recog-
nitions and evaluations of group activity, or they should be
abolished as soon as the boys v/ill allow.
CHAPTER III.
PROGRAM.
III. PROGRAM
In the preceding chapter we were concerned chiefly with
the organization and control of camp life. The present chap-
ter will deal with its content, the program or curriculum,
those creative, cooperative activities in which the group
ideals and purposes are carried out and the group life "be-
comes a reality. It is not enough to discuss, choose and plan
together. I-'or a collection of individuals to "become a real
group, a social unity, it is essential that they live to-
gether, work together, and play together. It is the action,
reaction and interaction of individuals participating in
common enterprises and activities that creates spirit and
morale within the group and makes it the basic unit of the
true democracy.
A. HISTORY
One familiar with the Y.M.C.A. division of life into
four compartments: educational, physical, devotional, and
service, would naturally expect to find the program of a
Y.M.C.A. camp organized accordingly. Such is the case at
Camp Hazen. The morning program under the old regime was
largely "educational," consisting of instruction classes in
the major activities of camp life: swimming and life-saving,
campcraft and woodcraft, first aid, nature study and so forth.
These classes are all under the supervision of the Education-
al Director. The afternoon was given to athletics under the
supervision of the Physical Director. The evening program
v/as "social", consisting of games, dramatics, entertainments,
and campfires under the direction of the Social Director.
The Religious Director had charge of the chapel services,
discussion groups and tent devotions. The whole program was
theoretically coordinated "by the Educational Director, who
had charge of the Gamp Hazen Attainment System, in v/hicn a
camper could win the camp emblem award by meeting certain
requirements in each of the four departments of camp activity.
Actually, however, the tendency was to reserve the term "ed-
ucational" for the formal morning instruction classes and
talks, and overlook the educational value of the otner three
compartments of the curriculum.
So mucn for the organization of the old type of program.
We have said that each of the directors supervised the acti-
vities of his department. Supervise is perhaps not the best
term to use. The director with the help of certain leaders
planned the entire schedule to the least details of each par-
ticular activity. ITe then supervised the execution of these
plans by the leaders. Someone may ask, "Where do the boys
come in?" A pertinent question. Sometimes the boys came in
of their own accord, actuated by curiosity, desire for fun,
desire to be with a friend, or some otner reason. sore often
they were coaxed in by an appeal to their camp spirit, to
"be a good sport", or to win points toward their emblem. If
the activity was more disagreeable, such as camp duty or get-
ting cleaned up for inspection, there might be threats of
"special duty." As for evaluating the contribution of the
•
1 I
•
activity to associate or concomitant learnings, or to the
development of character in general, who ever heard of such
a thing? The whole program and educational situation as it
then existed was enough to make Dewey, Thcrndike, Kilpatrick
and Company shake their heads in despair.
How many of Kilpatrick 1 s "criteria as to learnings", for
instance, would these methods satisfy?*" "Is purposeful activ-
ity present and how intense is the interest in it?" A certain
amount of purpose and interest on the part of the "boys, but
this was largely external and extrinsic, urged upon them from
without "by their parents and leaders, "Is adequate provision
made for wise guidance?" Guidance, yes, too much of it, "but
wise? How could it be when the leader has no objective beyond
the immediate primary learnings involved in the activity? and
no appreciation of the workings of the laws of learning? "To
what extent is there provided the opportunity of making a con-
scious choice?" Little chance for the boy to choose, except to
take or leave the activity, and the latter might involve being
called a poor camper or something of the sort. There was no
chance whatever for choice in planning, executing, or judging
the activity, "To what extent are the highest available mo-
tives utilized?" If the desire for reward or the fear of pun-
ishment is a high motive, well and good. Other motives were
curiosity, friendship, and fun, but rarely interest in an
activity for its own sake, except in play activities such as
games, swimming, and mischief, "To what extent is there pre-
sent the opportunity to develop in community with others, an
1. Kilpatrick, W.H, , "Criteria for Judging Extent to which.
Directors Kay Train Campers for Democracy,"
Camps and Camping, 1926, pp. 66-67.
ever- increasing range of active interests?"Very little. The
program was pla,nned by the leaders for each two week period
and the following period the same program would be repeated
with minor variations. "To what extent is opportunity provid-
ed for cooperation in ever- widening groups?" Much was said in
chapel and devotions about cooperation and service, and points
H5egiven toward the emblem for an attitude of unselfishness,
but so far as cooperative participation in program activities
went, it was incidental and accidental.
We cannot avoid the conclusion that none of the cur-
riculum departments could be called educational in their
methods, not even the so-called "educational department."
This was largely because the camp had little appreciation of
the true meaning of education. Education meant school, formal
instruction classes, an adult-planned curriculum through
which the pupils were forced by threats or coa-xing. Realizing
the disadvantages of this type of education, the other depart-
ments at Gamp Hazen did not even pretend to be educational,
although their methods were the same as those used in the
morning instruction classes. That active participation might
be more important than passive acquiescence, that learning
had anything to do with attitudes and character as well as
with information and skills, that interest, purpose and sat-
isfaction would be more productive of character values than
would artificial rewards and punishments, of all this Gamp
Hazen remained blissfully ignorant until Dimock and Hendry's
"Camping and Character" appeared in 1929. It cannot be doubted
that the division of the camp curriculum into (a) formal
"education" , and (b) recreation, produced worth while results.
That tile values of this method were not outweighed "by the
disvalues is not so certain. In any case, if the summer camp
were nothing more than a summer school with its curricular
and extra-curricular activities, the claim that it is making
a contribution of unique educational significance to American
life cannot remain long unquestioned.
B. EXPERIMENT
One of the first intima.tions of awakening and change
at Gamp hazen is found in the report of the Educational Di-
rector's Committee for 1929. This committee grew out of the
discussions of Hazen objectives stimulated by "Camping and
Character", and its function was to draw up recommendations
of changes in objectives and procedure for the following
summer. The following quotation shows the tone and direction
of the report;
One of the most important principles of education
is that real education is self-education. The ne-
cessity for efficiency, for mass-production, has
made us overlook this at Hazen. Our haste has resulted
in our attempting to,. force education into every boy,
to rush him through the program to an emblem every
two weeks. Thus, we feel, he cannot help but develop
his knowledge and his character. But does he? Would
he not develop more readily if he, each individual
boy, were closely studied by his leader, encouraged
along the line of his own interest, and allowed to
work out his own salvation, more or less, without
"fear and trembling", without fear of disgrace or
punishment, or hope of reward? These things have
their place, but that is a minor place. The main
place should not be for these, or for the program,
but for the boy himself, his character, his inter-
ests, his own self- education*
Acting in accordance with certain of this committee's
suggestions, the directors tried the following summer to
break up the artificial division between the "educational"
t
activities of the morning and the recreational activities of
the rest of the day. The st shop" was kept open all day so
that campers could work there whenever they desired, in-
stead of only in the morning, as formerly. This made a place
for certain athletic activities in the morning as well as in
the afternoon. Consequently a "boy could work in the shop or
participate in athletics whenever he felt inclined. This
new flexibility?- in the program helped the leaders to under-
stand more clearly Ahmek's phrase, "camp life as the curricu-
lum," which means that not only the formal instruction clas-
ses hut every pnase and aspect of camp life is educational
and has its effect on character. This break- up of the former
rigidity of schedule furnished opportunity also for the "in-
formal projects" which were tne essence of Hazen's experiment
with program methods.
In other words, ■lazen was beginning to realize that its
program, formal or informal, must be based on the interests of
the campers themselves.
The curriculum is real, it not only resembles life,
it is life. It starts with a present active interest
grounded in the actual life of the boy at camp. 1
The campers will be where their interest is. When
interest groups satisfy the elemental wishes of new
adventure and recognition, the campers will be there;
otherwise they will seek satisfaction elsewhere.
These projects growing out of the life situations in
the camp society and purposed by the campers are the
ideals toward which we strive. 2
It was these informal projects which Hazen therefore tried to
stimulate during the 1930 season. This was difficult, because
1. Uimock and hendry, Camping and Character, p. 40.
2, Liason, J5.S., Camping and .education, p. 158.
the whole method involved was so ant itnetical to anything
done at iiazen in the past. A.n attempt was made during the
leaders' training conference before camp opened to initiate
the leaders into the mysteries of educational metnod, but
the result left them more mystified than ever, and proved
once more the dangers of "a little knowledge". The educator
in charge of the conierence devoted a lecture and discussion
period to explaining the laws of learning and the four steps
in the learning process (purposing, planning, executing and
evaluating. ). This preliminary explanation was well done but
it was insufficient, as no attempt was made after camp opened
to help the leaders apply the theory to which they had been
introduced. Bftny of them did not understand it, most of them
promptly forgot it through lack of use, and the three coun-
selors were forced to carry the entire responsibility of these
informal projects and struggle along as v/ell as they could.
As was explained in Chapter II. , it was on these three
counselors that the success of the entire experiment depended.
The departmental directors retained their former positions,
but were now the servants rather than tne masters of the pro-
gram, supplying resource materials and advice upon demand.
Theoretically, therefore, the emphasis had shifted from the
formal program organized and supervised by the departmental
directors to the informal individual and group projects
stimulated and supervised by the counselors.
What is meant by the term "informal project"? Primar-
ily it is a unit of purposeful activity, which arises from,
some real boy life situation, and is chosen, planned, executed
82
anci judged "by the campers themselves under the guidance of
a leader. As Kilpatrick defines it,1 a project is "whole-
hearted purposeful activity proceeding in a social environ-
ment, or more "briefly, the unit element of such activity,
the hearty purposeful act." This purposeful act he calls
"the typical unit of the worthy life in a democratic society"
which, according to his theory of education would make it
also the typical unit of educational procedure in either
2
school or camp. The adjective "informal" was attached at
Hazen to distinguish these projects from the formal instruction
of both past and present.
The element of purpose is the center and essence of the
whole learning process. This does not mean the external pur-
pose of the adults concerned, but the intrinsic purpose of
the boys themselves. Without such purpose, the boy's interest
will either be negligible or transitory, and the satisfaction
which conditions the learning process will be inadequate to
insure repetition of the activity.
We value the factor of purpose because it promises
success, because it organizes the steps in the
process or, perhaps better, into a process, and
because it so utilizes set and readiness as to
furnish the conditions most favorable to all
kinds of learning. 4
The first step, therefore, in the process of learning through
informal projects is the choice of the purposeful acts or pro-
jects by the campers with, their leaders' help. Collings gives
ia 5
three criter for choosing purposes:
1. Kilpatrick, W.H. , The Project Method, p. 4.
2. ibid., p. 6.
3. Kilpatrick, 7.H., Foundations of Method, p. 206.
4. ibid., pp. 215-216.
5. Collings, E. , An Experiment with a Project Curriculum, p. 329.
( • • t
(1) Does the proposed purpose genuinely grip
"boys and girls?
(2) Does the proposed purpose lend itself to
successful realization on the part of "boys
and girls?
(3) Does the proposed purpose prospectively
lead to other and different lines of purposes
in the process of its realization?
In other words, is the proposed project interesting, is it
feasible in view of the child fs powers and the resources a-
vailable for use, and does it insure the child's growth
"by leading him into other interests and activities?
The first of these criteria is by far the most impor-
tant. Is the proposed activity interesting to the camper?
Does it grow out of real life situations that are related to
and appeal to something already a part of his experience?
This is what interest means, the relation of an object or an
activity to something already a part of the growing self.1
Interest is active, objective and personal, affecting the
individual as having emotional significance and value for
2
himself. The problem of the directors of program, and espe-
cially the directors of informal projects, is thus to fur-
nish a variety of situations that will appeal to the funda-
mental motives and desires of the campers, and so win their
interest and purposeful response.'*'
The problem of instruction is thus that of finding
material which will engage a person in specific
activities having an aim or purpose of moment or
interest to him --. 4
The concrete situation is the matrix in which
desire and knowledge develop into na,scent char-
acter. If there is no matrix, there can be no
development. 5
1. Dewey, J., Interest and Effort in Education, pp. 7, 21.
2. ibid., p. 16.
3. Collings, E. , Experiment with a Project Curriculum, pp. 322-
4. Dewey, J., Democracy and Education, p. 155.
5. Charters, W.W., The Teaching of Ideals, p. 112.
V • <
That camp life is inherently rich in such situations as
will engage boy interests and purposes is one of the chief
assets of the summer carap as an educational institution.
Camping provides opportunities for activities which
are in themselves real life situations, as the cam-
pers are largely dependent on their own efforts
for their personal care and safety, and the care
and use of equipment. i>y the very nature of the
situation, the campers are placed more upon their
own resources because the sources of aid are limit-
ed. They have opportunities for choosing projects
from among those which naturally present themselves
in a camp situation, and are free to work them out
to a completion, according to their own design. In
this they are limited only "by inadequate organiza-
tion and administration of the camp program. 1
Gamp Hazen ha,s never been poor in learning situations,
but it had been blind to their existence. It now became clear,
however, that the success of the wnole experiment in char-
acter education depended upon the discovery and utilization
of such situations. In this the Senior council was extremely
fortunate, for in order to provide a more "woodsy'1 environ-
ment for the experiment, the seven senior tents had been
moved into the woods further up the lake. (Finances did not
warrant immediate removal of the other sections. ) Contrary
to past procedure, however, nothing more was done. When the
boys arrived, they found their living quarters located in
the midst of a wilderness. There were no clearings, no paths,
no comforts or improvements. The situation cried aloud for
action. A number of projects arose spontaneously from the
immediate needs of the situation, and were accelerated by
the rivalry that developed betv/een tents in clearing out
brush and roots, marking paths and sidewalks, building piers,
1. Sharp, L.B., Education and the Summer Camp, p. 41.
fire-places and so on. The spirit of tent unity which re-
sulted from these projects led on to other tent group pro-
jects such as "feeds" and hikes. During one period a cer-
tain tent developed a pride in "being the "best workers in
camp, a claim which they proved by frequent volunteering
for work projects of every description.
The informal projects were not confined to tent groups,
mere were both individual projects and those carried out by
miscellaneous groupings according to their interest. These
included dramatics and other evening activities, the camp
paper, the conversion of an abandoned scow into a Mississ-
ippi "side-wheeler" named "the Senior taxi", an apology for
a sail-boat, several risky rafts, repairs on the council
ring, and volunteering for substitute leadership. The other
sections, i-liddler and Junior, duplicated some of tnese pro-
jects, built a council ring, made a nature trail and trans-
planted several trees, although this by no means exhausts the
list of projects."
Council projects which involved an entire council were
less numerous but more impressive. Of course the cooperative
government and planning of the program by each council was
one of the most permanent and valuable projects of the summer.
This has already been described and evaluated in Chapter II.
The Senior council worked out a seven day canoe trip on the
Connecticut River.
1. Senior Counselor's Report.
2. Counselors' Reports.
f
I 1
The fourth period canoe trip was by far the "best
planned and most successful of the entire summer.
A discussion was held for the boys who had signed
up and the whole trip analyzed. Its purpose, its
possible results, the length, destination and price
were discussed and determined. Then the menu ~/as
worked out by the group in accordance with the
price decided upon and the other costs of the trip.
Plans for transportation were discussed. 1
It may be noted here that this was one of the few projects of
the summer that were really planned by the boys. The signif-
icance of this step has been discussed. Other notable council
projects were the Junior Barbecue, and a visit by the Seniors
to Gamp Mohawk, a girls1 camp in the Litchfield hills. It is
interesting to note the situation from which this project
arose. One evening the Senior counselor discovered a large
group of boys in one of the tents pretty well jazzed up by a
victrola which some imp of civilization had brought to camp.
The natural outcome was that some of the wealthier boys had
conceived the idea of having a dance and inviting their girl
friends from home. The counselor threw in the suggestion of a
trip to Camp Mohawk as an alternative, and left the matter
there. The boys did not. There was much discussion for the
next day or so, and when the matter finally came up in council
meeting, the older and wealthier boys were outvoted, and the
Seniors went to Mohawk.
There were a few camp projects which involved all three
sections. One of these was the period's closing banquet, and
others included the annual launch trip to Long Island Sound,
the exceptionally fine Town Show, and the annual Boys' Day,
when the boys changed places with the leaders. Certain evening
entertainments and the Sunday morning Chapel services were
1. Senior Counselor ' s Report.
participated in "by the whole camp, "but these could hardly
be called informal projects. Neither could the three daily
meals, although they were certainly eaten informally enough.
We have been describing the various kinds of informal
projects that arose from different camp situations. We shall
now consider briefly the four steps of choosing, planning,
executing and evaluating these projects. As Kilpatrick says"!"
if these informal projects are to result in true learnings,
associate and concomitant as well as primary, the campers
must have freedom to practise choosing at each one of the four
steps of the complete purposive act. Theoretically, these
projects were supposed to be talked over and chosen in the
tent discussions just before taps. Actually some few of them
arose in the minds of the campers themselves, some came from
suggestions by the leaders, and some were stimulated by the
suggestions of the counselors. Some also arose in council or
Sagamores1 meetings. Boys in one council were quick to imitate
a.n interesting project in another council, or some idea remem-
bered from past years. By the middle of the summer the coun-
selors were racking their brains and combing thmse of their
leaders for new ideas. The result was a gradual shift from
group work projects to individual and group play projects
and trips. Most of these, however, were suggested by the
counselors rather than by the boys themselves.
The planning of tent group projects was also scheduled
for the evening discussions, but this seldom took place except
when a "feed" or hike was in question. Even then the discus-
sion was rarely guided along fruitful channels and consequently
1. Kilpatrick, ¥.H., foundations of Method, pp. 215-216.
t
had little to do with ways and means. The council projects
called forth more discussion, especially in the Senior sec-
tion. The best instance of this was the canoe trip already
described. Most of the other discussions were held at coun-
cil fire and concerned matters of regulations and discipline
rather than program. The Junior council lost a fine oppor-
tunity for planning when their barbecue was planned entirely
by the leaders. ^
The chief problem in regard to execution, the third
step in the learning process, was lack of supervision. There
was also a scarcity of resource materials such as tools,
books and lumber, and the program men were rarely available
when needed. Supervision, however, was more noticably lack-
ing than either of these in all three councils. As the Sen-
ior counselor records it:
By the middle of the summer -- it was apparent that
the projects thus far had suffered from lack of
adequate supervision. The only supervision had been
that of the leaders and counselors in their spare
time. This was of course intermittent, and there
was no expert or trained leadership or advice. The
ooys were too impatient to wait for it. When an idea
begins to buzz in the brain, it is more satisfactory
to act than to plan or to wait for advice. Conse-
quently the boys rush off half-cocked, get the tools
and set to work without plans or supervision. This
resulted disastrously in several instances. Tools
were taken and not returned for weeks, even though
not in use, while -others were wondering where they
could be found. Trees were cut unwisely, including
some on property not belonging to the camp. IMres
were built in poor fire-places and not fully extin-
guished. One of these fires would have been serious
if it had not been discovered in time. -- Rubbish
was strewm around on hikes and tent feeds so as to
mar the beauty of the woods. Two plans for super-
vision were proposed. One called for one leader in
each council who would devote all his time to stim-
ulating and supervising or finding supervision for
1. Junior Counselor^ Report.
informal group enterprises. The other plan called
for concentration on one or two large projects in
each, council which v/ould necessitate taking only
two or three leaders from the formal curriculum.
The camp director and his assistant volunteered
tneir services for any such projects, and with this
asset in mind the directors' council voted in
favor of the latter plan. 1
It may be added that neither plan was carried out, as no
large council work projects were forthcoming.
On the other hand, in certain activities wnich had been
formal in past years, but which lended themselves readily to
informal participation, there was too much supervision. The
notable instances were the evening programs and the chapel
services. Although the evening activities ..ere chosen by the
boys tnrough their representatives, tney were usually planned
in detail and executed by the council social director with
the help of other leaders. The religious services were al-
most entirely chosen, planned and executed by the religious
director and other leaders, although boys were occasionally
given minor parts in these services, in both of these activ-
ities, therefore, many valuable opportunities for character
education through purposeful activity were lost because of
too much supervision.
Hardly any evaluating of projects was done during the
summer by either boys or leaders, although the leaders did
rate tne boys on their attitude sheets, as well as those who
had gone on canoe trips. This indeed threw some light on the
boy's behavior, but did not reveal the character values pro-
duced by the trip project itself. Each counselor roughly eval-
uated his council's experiment in detail at the middle and
1. Senior Counselor's Report.
end of the season. The results of the first evaluation were
used to improve the methods of the second month, and the
final evaluations are being used to determine next season's
methods, but this in no way compensates for the lack of eval-
uation of the particular informal projects "by the "boys them-
selves.
C. EVALUATION
Our evaluation of Hazen's experiment with program meth-
ods, especially in the field of group enterprises or informal
projects, will not "be complete without again taking account of
the objectives involved. These objectives were not too clear-
ly defined, as we have seen in Chapter I. and it was because
of this that the methods were at certain points so haphazard
and ineffective. The camp as a whole still lacked an under-
standing of the true nature of education and the learning pro-
cess. Theoretically Hazen realized that every phase of camp
life was educational, that camp life was the curriculum.
Actually the old dualism between educational and recreational
programs still conditioned the thinking of the camp. Ihe ed-
ucational program had indeed broadened to include informal pro-
jects, but the dualism still remained. One reason for this was
that most of the leaders did not knovi the laws of learning
and the four steps of the learning process. well enough to
apply them in actual camp life situations. The leaders were
thus unable as well as unwilling to cooperate with the coun-
selors in guiding informal projects because they neither knew
what to do nor how to do it. This raises the whole problem of
leadership training which we shall consider in Chapter IV.
The experiment with informal projects seemed, destined
to fail from the start as we survey it in retrospect. It was
placed in the hands of the three counselors, who had the
nominal assistance of the leaders. Most of the latter, how-
ever, were tied up with the formal instruction classes which
still continued unabated in competition and conflict with
the new enterprises. Even when the leaders were not thus en-
gaged, they o did not know how to go about stimulating and
guiding the informal projects. Neither did the counselors.
The result, as we have seen, was not even a half-way affair.
Of the four steps in the learning process, only the choosing
and the executing were given much attention, while the other
steps were completely overlooked.
1. Purposing.
The choice of projects, as we have seen, did not arise
from a discussion such as was used in Collings ' school"'" so
much as from the suggestion and example of the leaders. and
counselors, although several of the projects originated with
the boys themselves.
Llost of the projects seemed to start in the sugges-
tions of the leaders, especially the suggestions
which carried a romantic appeal*
3 4
This was also the case at Ahmek and Mason's camps. Hazen
learned, however, that no amount of suggestion and example
would avail if the situation to which attention was thus
directed did not appeal to the interests of the campers. The
1. Collings, E. , Experiment with a Project Curriculum, p. 323.
2. Senior Counselor's Report.
3. Dimock and Hendry, Crumping and Character, pp. 77-78.
4. Mason, B.S., Camping and Education, p. 161.
92
Seniors, for example, responded heartily to the situation
which farced them at the "beginning of camp by making their
section habitable. As soon as the major part of the work was
done, however, and the novelty had worn off, they lost in-
terest in "work" projects and turned to other types of activity.
This worried the Senior Counselor, who felt that the informal
project experiment was not succeeding.
There followed a brief campaign for informal projects.
A Senior discussion group was led by iir. xiollister
for the purpose of arousing ideas, interests and plans
for one or two large Senior projects. This discussion
produced ideas for some dozen projects, several of
them coming from the counselor. The different tent
groups were then supposed to decide which project
they wished to work on. There was some discussion,
and some of the decisions were announced at council
fire, but the spark of interest did not seem to be
sufficient to give form to the informal, and the fate
of group work projects was sealed for the rest of
the summer. 1
Looking back, we can ana.lyze the situation and expose
the Senior Counselor's mistake, what he was trying to do was
to force work projects onto his campers by suggestion, dis-
cussion, and example, v/hen there were no situations that
appealed to the campers a.s interesting enough to work on.
This is a fine example 01 the extrinsic as contrasted with
the intrinsic approach. During the ea,rly part of the summer
the situation had appealed to the boys as demanding work and
resulted in a number of spontaneous work-project responses.
After this situation had been adequately met, no amount of
artificial inducement to continue was effective. The Counsel-
or's motive was the duty of making the informal project exper-
iment a success, but this motive remained external to the boys
1. Senior Counselor's Report.
#
because there was no situation that caught their interest
and engaged their purpose.1 At the same time, however, the
counselor failed to realize that the "boys v^ere getting more
value from a different type of informal project, of the re-
creational variety, which was induced intrinsically in them
by more immediate, real and interesting situations.
nevertheless a number of individual and group play-
projects flourished, especially during the fourth
period. 2
Cur conclusion, therefore, is that emphasis should be
placed not primarily on suggestion and example, but on the
situations to which these suggestions call attention. It is
these which call forth the interest and active response of
the campers. 'That we need then, as lias on says, is more var-
ied and colorful situations which will stimulate the imagin-
ation and call forth the creative responses of the boys.
Bach day must be faced with new enthusiasm. No two
days can be just alike. The program must be ever-
changing, ever-new, vital, compelling. There is
nothing so deadening to camp spirit as monotony.
between seasons a.s we plan, we must think of the
new, search for the new; we must dream --. Pro-
gressive camp leadership must be creative.
In planning lor the season, - for the day - for
the project, then, we must think in terms of new
experience. 3
Perhaps the best way that Hazen can create new situations
and meet the desire for new experience is to have more trips.
The few trips of the past summer are reliaole evidence that
success lies in this direction. One example, that of the last
Senior canoe trip, will suffice:
1. Dimock and Hendry, Camping and Character, pp. 94-96.
2. Senior Counselor's Report.
3. l.iason, U.S., Clamping and Education, pp. 186-191.
t
94
This trip took the cream of the Senior council
away from camp for a period totalling a week.
It also took four leaders for a period of four
days each. The consequent disruption of the
council's formal organization and program was,
however, more than offset, in the counselor's
opinion, "by the gains of the trip. Mo finer
opportunity for close contacts, firm friendship,
intimate observation of behavior, and physical,
social and character development was presented
during the vjhole season. Civilized as the camp
necessarily is in its situation, it must depend
more and more on its hiJces and canoe trips for
that taste of primitive and savage life which is
the rightful heritage of every boy. The cost of
these trips should be reduced to the minimum so
that every boy may have at least one opportunity
during the summer to enjoy the thrills, the
comradeship, and the hardships and challenge of
a canoe trip. 1
2. Planning.
"tfhen it came to planning the projects that had
been chosen, Hazen obviously failed. It is hard to understand
what caused this failure, unless it were the fact that so
many points of change and experimentation pressed the coun-
selors at once that thoroughness in any one of them was neg-
ligible. Hazen was attempting too many things at once and
doing few of them well. This lack of thoroughness on the
part of the experimenters probably accounts for the lack of
thoroughness on the part of the boys. in executing many of
their projects. Nor is this true of Hazen alone.
Our observations at Ahmek have shown that there is
an intimate connection between participation on the
part of the campers' in purposing and planning an/
enterprise and the degree of persistence and
responsibility which characterizes his actual ex-
ecution of the project. Every decision made by the
counselor or adult in the situation literally robs
the camper of an opportunity for learning. Each
decision in which the camper shares contributes to
his growth. Group projects seem to succeed in the
1. Senior Counselor's Report
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degree that they challenge the full capacity of
the campers to purpose, plan, execute and finally
judge the product of their enterprise, and as
they lead on to wider and wider interests and
relationships. 1
A few projects were planned by the boys but even here
the planning was done by one or two individuals and not by
the whole group involved. The best example of boy planning
is the Senior canoe trip already mentioned several times as
one of the most /successful projects of the summer. This was
preceded by a real planning discussion in which the whole
group took part, stimulated by suggestions from one or two
leaders. This trip was held near the close of the season and
is evidence that the directors were finally awakening to
their responsibility for carrying a project through all four
stages of the learning process. The success of this project
augurs well for the future. Nevertheless we must not allow this
one success to blind us to all the failures of the summer.
Many of the projects proceeded with no plans whatsoever, except
those which developed as the project progressed. Llost of the
important projects, such as the Mohawk visit, the launch trip,
and the town show were planned entirely by leaders. One good
example of this is the Junior barbecue of which the counselor
2
writes :
Tiaking plans -- not done with the boys at all. Coun-
selor and C.G. figured out what food we'd have --,
figured out approximate cost, took money from bank,
went to town and bought round steak, posing many op-
portunities for boys to learn parts of meat, price
per lb., cost, etc., giving them opportunity to do
some figuring in a live situation.
1. Dimock and Hendry, Camping and Character, pp. 79-80.
2. Junior Counselor's Report.
The solution seems obvious. Hazen must place more
emphasis on the planning of every project before it is
carried out. If it is an individual project, the leader
should go over it with the boy. If it is a group project,
the leader should stimulate a discussion that will result
in a definite plan. The more important the project, the
more careful should be the supervision of the discussion,
but no r^roject is too important to deny the boys a chance
to participate in the planning of it. Only as the campers
are entrusted with this responsibility will they actually
achieve those character values termed initiative, resource-
fulness and self-reliance. This holds true not only for the
informal projects but for the other camp activities as well:
formal instruction classes, athletics, evening program, and
religious services. The campers should have a large part in
planning all of these. In this wa.y every camp activity will
become a purposeful project, the whole camp life will become
the curriculum, and character development will become a realit
3. Executing.
, The next step in the purposing act or learning process
is tne execution of the project which has been chosen and
planned. Hazen 's chief problem here has already been mention-
ed: the lack of adequate supervision. This was due to the con-
flict and competition between formal classes and informal pro-
jects. Theoretically the major emphasis of the camp was to be
placed on the latter, but inconsistently enough the formal
instruction classes got most of the tools, materials and
leadership. At the same time, however, the formal instruction
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suffered from the experiment in democratic participation,
a reaction to the autocratic organization of former years.
The resulting situation has been clearly outlined "by the
Educational Director :^
This year the "boys have been encouraged in doing what
they want when they want to to a greater . degree than
ever before. The result has been tnat they come over
to trie shop when they feel like it. This makes tne
instructor's task more aif 1 icult tnrough the necessity
of repetition to each new boy who comes in. ~7hile
it is true that formal class organization has been
severely criticized, the writer is still of the
opinion that that there is something to be said for
the practise of making the instructor ratner than the
boy the center of the class. (There should be} a
little more formal organization for tne Handicraft
classes in the morning at least. If activities are
going to be informal, well and good; if, however,
there are to be classes in the crafts, let them be
classes. -- In the afternoon the fellows might be
allowed to work by themselves, but should not start
anything new.
K 2
This need for organization is obvious. As :endry says,
Organization of formal instruction is as inevitable
as it is justifiable. It has as its raison d'etre
the practical need lor meeting effectively the dom-
inant desires and purposes of a variety of interest
groups,
Hazen's problem, however, is not one of mere organ-
ization, but of the basis of organization. How can it organ-
ize its formal instruction so as to harmonize with the new
informal projects? The solution seems to lie in an empnasis
upon skills rather than formal projects as sucn. As the Ed-
3
ucational Director reports,
There are too many things going on. The wide variety
of activities from which the boys choose makes it
difficult to settle o.own and carry through anything
big; fellows have a tendency to flit about from
pillar to post, and not be steady at anything.
1. Educational Director's Report, 1930.
2. Dimock and Hendry, damping and 'Jharacter, p. 83
3. Educational Director's Keport, 1930.
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Tiie Junior Counselor records a similar opinion:
In mailing recommendations for continuing the
policy of informal projects, I would like to
see tiie entire system changed to an informal
one except in a few definite classes, such as
life-saving, or projects which involve a skill
that needs to be mastered in order to "do"
something.
This has evidently been Ahmek's experience also:
formal organization of instruction, as we think
of it, should emerge only in response to a gen-
uine wuolehearted purpose on the part of a
group or individual which is set on acquiring
some special skill or knowledge.
Liay not tne solution 01 tiie conflict between formal
and informal projects lie here? If the . instruction classes
could be organized around a few fundamental skills instead
of around innumerable articles that the campers can make,
then the instruction classes would become supplementary
and instrumental to the informal group enterprises in two
respects. First, the few fundamental skills which would
serve as the basis for organized instruction would be de-
termined by the needs uncovered by the informal projects.
Canoe trips necessitate skill in canoeing. Acquatic meets
presuppose skill in --swimming and life-saving. Indian counc
fires presuppose skill in Indian lore, leather work and
archery. Secondly, such organization would release more re
source materials, tools and leaders for the informal enter
prises. This was Ahmek's solution.
We must guard against the tendency of regarding
organized instruction as bein^ in competition
and opposition to free purposeful activity. The
difference between them is not one of kind but of
degree. The more intense the interest and the more
genuine the purpose of the camper, the more ba-sis
. there is provided for more instruction.
1. Junior Counselor's Report.
2. Dimock a.nd Hendry, Camping and Character, p. 83.
3. ibid., p. 84.
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Probably the ideal way of organizing the camp cur-
riculum would he to devote whole days or mornings
to one or two rich central enterprises that would
utilize the complete resources of the camp commun-
ity, supplementing these by offering formal instruc-
tion where need arose in the process. 1
A change in program organization that would facilitate
the harmonizing of the informal and the formal elements in
the curriculum would be to give the present Educational Di-
rector charge of the entire curriculum. The present division
in organization naturally promotes division in execution.
This year the problems of educational theory and
its application seem to be the province of the
counselors. -- The position of Educational Director
seems to have been narrowed to one of supervising
the formal handicraft program a.nd performing cer-
tain secretarial services in connection with the
awarding of emblems. 2
If the Educational Director were to become Director of Pro-
gram and really have charge of the entire curriculum, the
conflict would be resolved. The three counselors would then
be responsible for stimulating informal projects in their
respective councils, other leaders would be in charge of the
formal instruction classes, and the Director of Program
would be at the service of all and responsible for super-
vising and coordinating all of these curriculum activities.
4. Evaluating.
The last step in the learning process is the evaluating
or judging of the results. Here again, as in the planning of
projects, Hazen failed woefully. The report of the Junior
Counselor on this step holds true for the entire camp:
"Evaluating the result - Arone.H The obvious explanation is
1. Dimock and Hendry, Camping and Character, p. 80.
2. Educational Director's Report.
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that boys are eternally active. "Then they are not executing
projects or searching for new ones, they are playing, having
the fun for which they came to camp. The planning of details
and the evaluating of results has little appeal. Nevertheless
we must give more emphasis to this step in the educating pro-
cess if we are to develop the ability to judge and evaluate
which is essential to free, self-reliant character. Even
Ahmek, however, has not made very much progress in this re-
spect, although their leaders have done mucn more evaluating
than has been done at Kazen.^" In tnis evaluating process, also,
lies one of the finest opportunities for enlarging the boys f
horizons and leading them on to nev; and larger projects and
activities.
A fundamental responsibility of the camp is to
enlarge the horizon of its campers, to sub-
stitute for timid undertakings projects that
reach out beyond the self, enterprises that to
the camper seem to attempt the impossible and
yet eventuate in success. 2
All of these projects are the outgrowth of interest.
Tnat is, we begin with the interests the camper now
has, we seek to discover his present interests --
and then we endeavor to cause him to develop new
related interests, or rather, to extend his present
interests into new directions. 3
This, as we have already seen, is the third of Collings '
criteria for choosing projects:^
Does the proposed purpose prospectively lead to
other and different lines of purposes in the
process of its realization?
Without evaluation there will be a break, therefore, in the
continuity of the learning, growing, reconstructing and cre-
ating process that is education and life, and in the char-
acter that is its product.
1. Dimock and Hendry, Camping and Character, p. 229.
2. ibid., p. 79 / 3. Mason, B.S., Camping and Education, p. 160
4. Collings, E., Experiment with a Project Curriculum, p. 329.
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101
It would not be fair to conclude this chapter without
mentioning the values which Hazen's experiment with modern
curriculum methods produced, as well as the points at which
it failed. The comments of the counselors are of interest here.
informal projects have "been unusually successful
considering the handicaps under which we have
been working .--With encouragement and the chance
to 'get started1 the boys ca.n do a.n amazing amount. 1
We have already quoted the Junior Counselor's recommenda-
tion that the whole program be changed to an informal basis
another yea.r, except for instruction classes in a few funda-
mental skills.
The informal project has captured the imagination of
the boys, and in many instances has been remark-
ably successful. (They are always) accompanied by the
element of freedom to a much greater extent than I
have ever witnessed before, mainly because of the
fact that such tilings are for the most part boy-
initiated. 2
Tne Seniors on the whole seemed to be more interested
in these informal projects tha,n in the formal classes
at the shop. 5
We have noted in Chapter II. how these projects solved trie
"older boy" problem by keeping the Seniors busy and happy,
which in turn created
existed among boys of
"problem boys" becam
under the new system
energy was redirecte
all their resources
a real camp spirit
this a.ge at Kazen.
such as never before
Several of the former
e the real leaders m the Senior council
, mainly because their superabundance of
d into informal projects wnicii challenged
of character and leadership. Other factors
in the experiment may have contributed to this result, but if
we include the cooperative government of the senior council
1.
2.
5.
Junior Counselor's Report.
Ivliddler Counselor's Report.
Senior Counselor's Report.
•
among the informal projects, the credit will go where it
belongs. And when a "problem- boy" under the old method be-
comes a junior leader under the new, plenty of credit is due
somewhere.'
Since it has been decided to continue the experiment wit]
informal projects next summer, it may be well to summarize
briefly the points at which Hazen can improve over last season
(1) Leadership training must provide the leaders before
and throughout the season with an adequate working knowledge
of the laws of learning and the steps in tne learning process,
as well as with a truer conception of education as involving
every phase of camp life.
(2) In ciLoosing projects lazen must provide a greater
variety of situations which will intrinsically stimulate the
imagination and creative interests of the campers,
(3) In planning projects, a discussion should preceed
tne execution of every enterprise, and the planning should be
done by the boys themselves. This holds for every phase of
the camp curriculum.
(4) Formal instruction classes should be organized about
the few fundamental skills needed in executing informal pro-
jects, so as to release resource materials, tools and leaders
from the present inefficient competition and conflict between
the formal and informal elements of the program. The Educa-
tional Director should be put in charge of the entire curricu-
lum as supervisor and coordinator of both formal and informal
projects and activities.
(5) Every project should be evaluated, to reveal the
values and errors in the process, and to enlarge the horizons
of the campers in new and larger on- going jjrojects.
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CHAPTER IV.
LEADERSHIP.
IV. LEADERSHIP
Most important of all the factors which contribute to
character education in summer camps is leadership. All the
phases of program, organization and administration are sub-
ordinate to leadership because they are simply tools or meth
ods which the leader uses to achieve his aims. Leaders put
the life into camping. Boys are alive also, but leadership
represents a higher level of life, "life more abundantly."
The leader is the actual personal embodiment of the camp
spirit and the camp ideals. Leaders, as Gooley says,"'" are
heroes, and as they live and grow, so will their boy hero-
worshippers live and grow.
The success or failure of a boys1 camp depends
upon leadership rather than upon equipment. Boys
are influenced by example rather than by precept.
A boys' camp is largely built around a strong
personality. Solve the problem of leadership,
and you solve the greatest problem of camping. 2
This means that 'as your leaders, so will your boys be', and
consequently, 'as your objectives, so must your leaders be.'
This places the challenge squarely at the feet of
the counselor (leader). The social, moral, cultural
contribution of the camp to the lives of the campers,
- and it is a tremendous contribution, either for
good or for bad - depends very largely on what the
counselor is. 3
4
This means, as Dimock points out, that if the main purpose
of the camp is character education, its leaders must be se-
lected and trained on the basis of the best methods availabl
1. Gooley, C.H., Human Nature and the Social Order, p. 280.
2. Gibson, H.W., Camping for Boys, p. 13.
3. Mason, B.S., Camping and Education, p. 102.
4. Dimock and Hendry, Camping and Character, p. 202.
for achieving this result. The chief problem of this chapter
will thus be the training and supervision of leaders in the
best methods of character education. This involves both methods
of supervision and methods of leadership. The former will in-
clude the selection of leaders, training and supervision, and
leaders' esprit de corps. The latter will deal with group or
social control, and individual control or personal counseling.
A. HISTORY
Camp Hazen has always chosen its leaders on the ba,sis
of Christian character, although the choosing process has
seldom been highly selective. At first the leaders were re-
cruited mostly from Y.M.C.A. secretaries, ministers, and
high schools seniors recommended by the local association.
A few were old campers who had shown evidence of leadership
qualifications. There was no remuneration above expenses,
and this necessarily limited the field of choice, excluding
a great many college students. In recent years the policy
has been to pay the leaders, thus making possible a majority
of college men, although a few leaders are still recruited
from among Y.M.C.A. secretaries, high school students, and
old campers. The chief qualification has always been character.
Skills and abilities in program activities were an asset, but
they could be developed at camp if necessary. Training in the
principles of education, psychology and spciology was of little
or no advantage to an applicant, and might even be a liability
if it gave the impression of academic "bookishness" . This
method of selection proved rather satisfactory under the old
system which called mainly for character and routine. That it
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was satisfactory to the leaders themselves is more doubtful,
as the large annual turnover indicates. Only a minority of
leaders ever returned to Hazen for a second season.
Leadership training consisted largely of mimeographed
hints and instructions sent to the leaders before camp open-
ed, a short one-day training conference based on A.E. Hamil-
ton's leaflet '"The Gamp Counsellor", and weekly leaders1
meetings throughout the summer. The problems discussed at
these meetings were largely matters of discipline and awards,
although various other matters were often brought up by the
camp director. There was little training in leadership meth-
ods.. To compensate for this lack of training, there was, how-
ever, plenty of supervision by the camp director and the as-
sistant camp director. As we have already explained, the for-
mer held himself responsible for "checking up" on every phase
of the camp program, organization and administration, and
when a leader made a mistake, it was discovered and rectified
in short order. This type of supervision, however, did not
train the leader to think for himself, a s the director gave
him little oppptunity to practise making important decisions.
This state of affairs directly influenced the leaders' esprit
de corps, as it developed a barrier of mutual criticism be-
tween the leaders and the director. Nor was this conducive to
camp loyalty or camp spirit, as the leaders broke the letter
and the spirit of the regulations laid down by the director
whenever the opportunity arose. These regulations were indeed
strict, perhaps for this very reason. No leader, for instance
was supposed to leave his tent after taps without permission.
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106
Lack of esprit de corps also resulted in the formation of
cliques among the leaders, which sometimes led to serious
rivalry and conflict. It is indeed fortunate that this
method of supervision is now a matter of ancient history.
The leaders' methods of controlling the group were
largely autocratic, a matter of commands followed "by threats
of punishment or loss of emblem awards. The leader was lead-
er "by virtue of his greater physical strength, enforced by
the authority of the camp organization if necessity. But
'boys will be boys', especially if their boy nature is re-
pressed, and the result was often a constant conflict be-
tween the leader and nis boys. Control and discipline were
largely external, because the leader was rarely a real member
of the group, but more like an army official set over the
group by a higher authority.
The leader's influence and control over the individual
boy was conditioned by the leader's type of group control.
If the leader and the group were in conflict, a barrier was
raised between the leader and the individuals of the group
as individuals, and made it difficult for him to penetrate
to the real boy beneath the surface. The method of private
interviewing or personal counseling was rare, except in cases
of serious discipline. For one of the emblem degrees, however,
the boy was required to have a talk with his leader about his
outstanding weakness. Some of the leaders discovered that this
interview often led to real friendship with the boy, and bega n
to advocate a more general use of it as a method of approach.
This ultimately led to the use of the interview as a major meth-
od of leadership at Hazen in the 1930 experiment.
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107
B. EXPERIMENT
Selection of leaders.
Because the experiment did not really get under weigh
until the beginning of the 1950 season, the selection of
leaders made during the prece/ding winter was on the old
"basis. This year, however, two new methods are being used:
the leaders' ratings from last season, and the new leader'
application blank. The former is used to determine which of
the old leaders will be asked to return anotner year. On
the basis of the Leader's Rating Blank, which will be des-
cribed in the following chapter, each leader was rated by
his counselor and the two camp directors either A, B, C, or D.
The A and B leaders were asked to return, without question.
The Gs or doubtfuls were passed upon by the directors' council
during the winter. Ds were not asked to return. All new appli-
cants for positions of leadership are required to fill out the
application blank used by the Brooklyn Association."*" This
includes a list of activities from which the applicant is to
signify his special interests and skills, a statement of past
experience, and a series of typical camp problem situations
which he is required to solve to the best of his ability. The
blank when filled out is usually a fairly reliable indication
of the applicant's qualifications for leadership. The blank
was also sent to several old campers to determine which of
them to invite back as Junior Leaders. As far as possible, of
course, the applicants are interviewed by the director before
they are finally accepted for staff positions.
1. Character Education in the Summer Camp, p. 28.
108
2. Training and Supervision.
The need for leadership training and supervision
lies in the fact that the character of the "boy depends upon
the character of the leader, and, if character means growth,
the boy cannot grow unless his leader grows. Nor can the
leader grow unless his directors and counselors grow. The
object of training and supervision, then, is growth, the
growth of the directors and leaders, not only as means to the
growth of the boys, but also as persons and ends- in- themselves.
The greater the responsibility, the greater the growth, and
this means that the ones who grow most during the summer will
probably be the leaders. The ideal, however, is the growing
of all together, as Kilpatrick's principles of supervision
testify.1
Growing is the great end, the grov/ing of all together.
(1) Growing is the essence of the good life. To grow
is to live, the only way to live well,
(2) The teacher's business is to help the children
thus to grow, grow in such fashion that others whom
they influence shall in turn so grow.
(3) The supervisor's business is with the teachers,
to help them to grow - to grow as persons in them-
selves, to grow specifically in such fashion that
they will best help their children to grow.
Training and supervision may be divided into (a)
p
pre- service, and (b) in-service. The former includes the
training of campers for leadership as well as the training of
the actual staff. Three methods of training campers have been
used at Hazen. The first is more or less indirect, being
training in the various skills and activities of camp life.
Boys often become skilled enough to serve as assistants or
even instructors in the shop, woods, muse^um and on the lake.
1. Barr, A.S., 'and Burton, W.H., The Supervision of Instruc-
tion, pp. 77-78.
2. Character Education in the Summer Gamp, p. 29.
109
In the second place, a course in leadership) has usually
"been given by the camp director, "but this was omitted last
summer, for some inexplicable reason. The third method of
camper training is actual practise in leadership, as assis-
tant leaders, stern paddlers on canoe trips, and substitutes
for staff members during their absence. The Seniors who show
the most promise in these various responsibilities are con-
sidered for Junior Leadership the following season. Perhaps
six boys will be given an opportunity to return in this ca-
pacity next summer. Junior Leaders have full charge of a tent
but are considered "on trial" and are paid less than the rest
of the staff.
The pre- service training of the regular staff takes
numerous forms. The leader is urged to take college courses
in camping, education, psychology and social science. Mimeo-
graphed bulletins of hints, instructions and principles of
leadership are s ent to each leader several weeks in advance
of his arrival in camp. He is. encouraged to take cha,rge of
a boys • group during the year, and if particularly interested
in boys and camping, he is encouraged to do advanced study
and research in camp problems. This thesis is an example of
such encouragement. Another method of pre- season training and
supervision is the vacation meetings of the directors* council,
and
conrposed of the camp director and his assistant, the three
counselors. It is hoped that more leaders will be able to at-
tend these reunions in the future. The most important method
of pre- season training was the three day conference held at
camp before the opening of the season, as described in Chap-
ter I .
110
The chief in- season methods of leadership training and
supervision were the weekly leaders' meetings, and actual
practise in leadership under the guidance and supervision of
the counselor. The leaders1 meetings resulted in much more
discussion than in previous years, due partly to the finer
esprit de corps, and partly to the necessity for understand-
ing the various phases of the experiment. Problems of pro-
gram, discipline, the use of records, techniques of stimu-
lating informal projects and of personal counseling, all
these and many more problems were brought up for discussion.
One meeting was conducted by an educator and centered about
educational methods. In another meeting, the mid- summer re-
ports of the three counselors were discussed. Another dis-
cussed the various leaders* regulations and the advisability
of cnanging them. In fact the weekly leaders' meeting was a
clearing house for all sorts and types of perplexing problems
and phases of camp life. Leaders of each council also met to-
gether frequently to discuss problems peculiar to their sec-
tion of the camp.
The second technique of in-service training was the
supervision of the methods of individual leaders by their
counselor. This was one of the chief responsibilities of the
counselor. After observing the leader's methods for a week or
two, he would interview the leader intensively but informally.
This interview was generally based on two things, the attitude
and activity ratings of the leader's boys, and the rating of
the leader himself by the counselor and the two camp directors.
The rating was followed up by an interview of the
counselor with each leader. The interview center-
ed around the leader's boys and their special prob-
lems revealed by the attitude and activity ratings
and the leader's interviews and observations, and
also the spirit and activity of the group as a
whole, especially in tent competitions, inspection,
camp duty and devotions. The leader's own problems
were thus drawn out and discussed with suggestions
and advice from the counselor. The interview was
very informal and in every case resulted in a
firmer and closer friendship between the leader and
tiie counselor. 1
The secret of tnis type of supervision and guidance is the
secret of all personal counseling and interviewing 0 the
creation of real friendship and fellowship between the
counselor and the leader by the mutual sharing of their
experiences. This is emphasized by one of the counselors
in his report:
I begin to realize since camp is almost over now
tuat the problem of the counselor lies in his re-
lationship to his leaders almost as much as in
his relationship to the boys themselves. Had more
effort and attention been made in the beginning
to cultivate friendships with the individual
leaders in the council, much unnecessary friction
and misunderstanding could have been avoided.
This is an important decisi on. 2
3. Esprit de Corps.
It was this sharing, cooperating process, this friend-
ship and fellowship, which was the heart of the leaders*
esprit de corps this summer such as Hazen had never known
before. The one to whom credit is due for the change is the
camp director, that rare good sport who had determined to go
all the way with this experiment, even to the point of trying
out a pure democracy among the leaders. From the very start
1. Senior Counselor's Report.
2, Middler Counselor's Report
he was j oy and fellowship personified. He radiated enthus-
iasm and it was so contagious that a camp spirit was then
and there created, in those few days before camp opened,
which infected the whole atmosphere and produced an epidemic
of good feeling as soon as the boys arrived. Care was taken
to stimulate this spirit in the boys from the start. Then a
boy arrived in camp he was sent from the office to his coun-
cil where he was met by his counselor. The latter got ac-
quainted with him and his parents and then took him to his
tent to meet his leader.
This method of assignment gives the counselor a
splendid opportunity to make the initial approach
to the boy as direct and friendly as possible.
He thus knows all his boys from the start, and is
able to inspire their confidence and friendship.
The boys feel that they know him from the start,
and through the tradition of greeting every time
one meets another the love and comradeship which
has been generated by the initial meeting is
maintained and accelerated. This is the secret of
council spirit, provided, of course, that the
leaders back up the counselor with the same kind
of approach. When the leaders bubble with friend-
liness and enthusiasm, the boys cannot help but
catch the same spirit. 1
And of course this spirit once created among the boys will
in turn react upon the leaders and accelerate their esprit
de corps.
The "pure democracy" among the leaders, however, gen-
erated difficulty as well as esprit de corps. The camp direc
tor had given the leaders the unheard of privilege of making
their own rule regarding smoking in camp, although their con
tract contained an agreement to refrain from smoking during
the season. The leaders went even further and limited the
1. Senior Counselor's Report.
right to vote on this question to the smokers among them.
The smokers voted not to smoke in camp or in the town of
Chester. When the rule was subsequently broken, the director's
faith in the smokers was shaken and the leaders' esprit de
corps was damaged. One of the employees who was not in sym-
pathy with the camp's purposes was asked to leave, and in
the absence of his influence the camp spirit was rejuvenated.
Another method of stimulating the leaders 1 spirit was
the creation of a leaders' lodge from a cottage on the prop-
erty. One room was made into an office where the records could
be checked and filed, and the other room was furnished as a
recreation room and library. This lodge proved to be a much
used retreat, especially as the leaders were now allowed to
use it after taps, only one man being left on duty in each
council. A.s a factor in fellowship, cooperation and esprit
de corps among the leaders, this lodge proved to be invaluable.
Still another factor in esprit de corxos is time off.
Each leader at Hazen is allowed one day's leave a week, but
this means four men off duty a day besides those away on hikes
and canoe trips, waich is rather disrupting to the program.
Moreover, there are always some leaders who take as much time
off in camp as they can get by with, doing no more than their
routine duties. Others, who feel that they should be doing
something but who lack specific responsibility, do not know
what to do. This situation is of course detrimental to the
best esprit de corps, and is a problem which merits careful
study.
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4. Group Control.
We now turn from methods of training and supervision
to the methods of supervision itself. These center about
two foci, the boy group and the individual boy. Leadership
is one of the most important of the group or social controls.
Leadership means the direct, face-to-face contact
between leader and followers: it is personal social
control. • 1
This personal control depends largely upon two factors:
prestige and actual membership in and sympathy with the group.
The most important factor in tne rise of a leader
is personal prestige - a phenomenon existing not
in the person himself, but in the attitudes of
others toward him. 2
All leadership has an aspect of sympathy and con-
formity, as well as one of individuality and self-
will, so tnat every leader must also be a follower,
in the sense that he shares the general current of
life. He leads by appealing to our own tendency,
not by imposing something external upon us. 3
The best medium of achieving group control through prestige
and sympathy with the interests of the group is probably
the leader's active participation with the members of the
4
group in their enterprises and projects. Some idea of
Hazen's use of these methods of group control may be gained
from the report of the Senior Counselor:
In leadership methods the Senior council is following
pretty well the so-called "f ree- approach" . The leader
treats his boys not as inferior, uneducated, immature
subordinates, but as equals. He is a boy himself, an
older brother with a little more experience to help
them with. The chief drive employed is not command,
desire for reward, or fear of punishment, but sug-
gestion followed by active example. This leads the
1. Allport, F.K., Social Psychology, p. 412.
Zm ibid., p. 420.
3. Cooley, C.E., Human Nature and the Social Order, p. 321.
4. Gregg, A. J., Supervision of Group T^ork, p. 12.
115
boys into activities in which they are really
interested, --. Host of the informal projects,
as well as most of decisions finally reached
by the Sagamores' and Senior councils, were
initiated by the suggestion and example of the
leaders.
Discipline no longer means penalties of work
or any other kind. Work is a joy,- not a pun-
ishment. Discipline is handled by individual
or group discussions at any time, especially
during tent devotions, or, in more serious
cases, by a talk by the counselor to the group
or individual concerned.
5. Personal Counseling.
This brings us to methods of dealing with individual
boys, chief of which is the interview. We are now in the
field of personal counseling and behavior adjustment, a
field of relatively recent development but one of tremen-
dous possibilities. Each leader interviews his boys separ-
ately during the first few days of their stay at camp in
order to get acquainted with them. This initial acquaintance
also serves as the basis for group control.
The first day or two the leader is watching for
an opportunity to walk, work, play or paddle with
each boy, that he may get acquainted v/ith the latter 's
background, his interests and his problems, and lay
the cornerstone of the friendship which is the key
to the leader's influence with that boy. This must be
done during the first day or so, or it is liable to
be postponed too long to be worthwhile. The basis of
the interview may well be the explaining of the daily
activity chart which the boy keeps during his stay.
The more informal and spontaneous the interview can
be made to seem, the more effective it will be. 1
Further chances for interviews are presented when the boy
rates consistently low in some social attitude or when he
breaks some tent or camp regulation.
1. Senior Counselor's Report.
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The most effective method of discipline, that is,
changing the "boyfs attitude, is the individual
interview. If the "boy can be made to feel that the
leader is a real friend, is interested in him,
likes him and is trying to help him, the boy
almost inevitably responds with his confidence and
subsequent cooperation in solving his problems. 1
This testimony confirms Gregg's hypothesis:
As a leader proves conclusively his interest in
what the boy wants most to do, the boy himself
becomes more interested in his own best develop-
ment, and is eager and willing to accept guidance
from someone whose experience he values. 2
The other councils had more difficulty with the in-
terviews.
This interview has been invaluable in finding out
the boy's special interests, problems or difficul-
ties together with the light it throws on his
general attitude and camp objectives. The interview
not only binds leader and boy in closer fellowship
and enables them to understand each other better,
but it also gives the leader a better insight into
the boy's home background and other conditioning
factors which raake his behavior more intelligible.
These interviews are followed up with other inter-
views towards the end of the period in order to
evaluate trie boy's camping experience and see where
progress has been made. (Leaders have not used in-
terviews to advantage. ) . 3
This interviewing
as was hoped, and
of the first week
under way.
was not taken qu
was rather slack
most of the inte
ite as seriously
, but by the end
rviewing was well
Most of the leaders did not know how to go about the inter-
view, and the only general technique was to approach the boy
through the interests he revealed on his activity chart. The
Senior counselor was able to appeal frequently to the leader-
ship ambitions of his older boys with much success. In one cas
- He appealed to the boy's desire for leadership,
which he knew was strong, and suggested that the
1. Senior Counselor's Report.
2. Gregg, A. J., Group Leaders and Boy Character, pp. 101-102.
3. Junior Counselor's Report.
4. Middler Counselor's Report.
•
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quantity and quality of his present 'wise1 streak
was a hindrance ra-ther than an asset to his am-
bitions to "be a leader. The boy admitted that per-
haps he had been 'laying it on too thick' as he
expressed it. 1
After a series of informal interviews and much fellowship
throughout the summer, here is what the counselor writes
of this same case:
This lad has all the qualifications of a born leader,
and because his leaders showed an interest in him
and took the time to help him, he has shown wonderful
improvement over other years when he was a 'problem'
boy because of his excess energy. To my mind he is
ripe enough for Junior Leadership next year both be-
cause of the wonderful fight he has made this summer
to improve himself, because of the great degree of
improvement, and because of the stage of development
that he has reached. "When these boys who were
constant 'problems' under the old system become our
best bets for future leadership, the new method is
working. 2
C. EVALUATION
3efore we begin to evaluate the various methods of
leadership in use at Gamp Hazen, it is interesting to note
the I.Iiddler Counselor's general criticism of his leadership.
-- The leaders who are to conduct and guide this
experiment are themselves boys, for trie most part,
and have not yet grasped the concept of what the
new system is all about, being schooled in the
dogma of 'an eye for an eye and a tooth for a tooth,'
special duties, and points off, and other such doc-
trine. Thus far, as I see it, the weakest point in
the new system is the inability of the leaders to
either understand what it is all about, or to co-
operate fully if they do happen to under/stand. 3
A later report is interesting to compare with this one:
After going with Stanley on the trip to Camps Sloane,
Waterbury and Mohawk, I am almost convinced that
Camp Hazen is not so badly off for good leaders after
all. Other camps seem to have better leadership in
1. & 2. Senior Counselor's Report.
'6. Middler Counselor's Report.
•
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the matter of handicrafts, "but when it comes to
"boy- craft I "begin to doubt that they are any-
better off than we are. 1
These statements have a direct bearing on the selection and
the training and supervision of Hazen's leaders, which we
shall proceed to evaluate.
1. Selection of Leaders.
Cn the whole, judging from the Hiddler Counselor's
reactions, and from the reports of the camp director and other
counselors who visited other camps with him during the sum-
mer, Hazen's leadership would seem to be above the average of
the typical New England Y.M.C.A. camp. This is probably due
to Hazen's policy of remunerating its leaders, making it pos-
sible to draw most of them from college men instead of high
school students. The requirements for leadership at Hazen are
(l) character and leadership qualities, and (2) skill or abil-
2
ity in some camp activity. As Mason says,
Unless an applicant has a specialty Which is needed
it is difficult to consider him seriously for a
place on the staff.
Special effort should be made at Hazen to acquire a handicraft
expert to take charge of the shop activities. This is diff-
icult because the remuneration is not sufficient to attract
a highly trained specialist. Moreover, the practise of giv-
ing the social directorship to some Boys' Work Secretary who
can stay for only two weeks is to be regretted, as it pre-
vents continuity or progress in the social program of the camp.
1. Middle r Counselor's Report.
2. Mason, B.S., Camping and Education, p. 109.
In regard to the applicant's training in educational
methods, which very few of Hazen's leaders have had, Dimock
and Lias on seem to disagree. The former maintains that we
need more leaders with such equipment.''"
The most crucial problem faced "by the camp which
seriously seeks to utilize the knowledge and methods
of current psychology, sociology and education for
the attainment of character outcomes is that of
securing a leadership personnel adequately equip-
ped for such a task. It is evident that the
leadership equipment of camp counselors (leaders)
lags tragically "behind the demands of an education-
ally motivated summer camp.
On the other hand, Mason seems to minimize the importance of
2
tnis educational equipment as a qualification for leadership.
Somehow I cannot help but feel, in the light of all
our modern contention for high educational standards
and the use of school devices and measures v/hich fre-
quently calls for educators of much school experience,
that perhaps there is already a danger of over- insti-
tutionalizing the camp and that it may drift it into
a stereotyped school-like organization dominated by
characteristic school attitudes. That will spell dis-
aster. Camping is a great, glad, joyous game, al-
though constructive withal, and men and women to work
in camp must be dominated by the play spirit.
There is, of course, some truth in each of these points
of view, but I cannot help feeling that Dimock is nearer to
reality. Few enough camps have awakened to the values of the
educational approach, and none that I know of have come any-
where near the instituti onalism of the old autocratic method.
Mason seems to conceive of education in the old, paternalistic
way, and not in the modern sense of project education, which
is indeed " a great, glad, joyous game" and nothing for the
camp to be afraid of. As far as Hazen is concerned, in its
1. Dimock and Hendry, Camping and Character, p. 202.
2. Llason, B.S., Camping and Education, p. 113.
•
present experimental stage, any knowledge of the modern
educational approach on the part of its leaders is a decided
asset, and the general failure of the leaders of the Middler
council to understand the new approach was, as the counselor
has shown, a liability. This lack may "best be remedied by
proper in-service training and supervision rather than by
making educational training a required qualification in se-
lecting leaders. When it comes to choosing counselors or
directors, however, such training should be considered as
one of the essential qualifications for the position.
The present method of rating leaders is inadequate as
a basis for determining whom to engage for another season.
It is hoped that next summer a reliable system of measuring
character changes in the boys themselves can be worked out.
The leaders would then be rated not only by the rating blank
but also by the actual results achieved in their boys. It is
hoped also that the new Brooklyn Association application
blank already described will be an effective instrument for
selecting leaders from among the new applicants.
2. Training and Supervision.
We now turn to the training and supervision of leader-
ship. The Middler counselor's criticism of his leaders mani-
fests something lacking in this phase of the summer's experi
ment, the lack of adequate methods of helping these leaders
to understand what the experiment was all about. This was
largely the function of the in-service training and the con-
ference before camp, but we must first evaluate the various
pre- service methods of training.
121
In the training of older campers for future leadership,
the leadership training course should certainly be revived
and conducted by the camp director. This is one of the best
ways available for focusing the attention of the Seniors on
the possibilities and qualifications of leadership and for
stimulating their ambition in this direction.^" Another good
experiment would be some leader- in- training plan such as is
in effect at Ahmek," whereby more older boys can return to
TIazen as assistant leaders with expenses paid. This would
have some advantages over the present scheme of Junior Leader-
ship at Hazen. The latter gives a maximum of six Seniors an
opportunity to take a group of boys "on trial" for a summer at
half pay. The suggested scheme would allow twice as many boys
to return as leaders- in- training. These would not all have
tents but could act as assistants in the counselors' tents,
substitutes for absent leaders, instructors in the shop and
in informal projects, and assistants on hikes and canoe trips.
The actual staff leaders who are expected to return
anotner year should be encouraged much more than they have
been to take courses in education, psychology and sociology,
to study problems of camping, to lead boys groups during the
winter, and to read up on camping literature. The least that
a leader who pretends to be interested in camping can do is
to read some of the literature in the field. Mason suggests
emphasizing some one book and sending it around to all the
leaders. ^ Such books as "Camping and Character" by Dimock and
1. For suggestions as to how to conduct such a course, see
Dimock and Hendry, Camping and Character, pp. 208-211.
2. ibid. , p. 211.
3. Mason, B.S., Camping and Education, p. 140.
I <
Hendry, "Capping and Education" by B.S.kason, A.E , Hamilton's
two books: "The Real Boy and the New School" and "Boy Ways" ;
and Gregg's "Group Leaders and Boy Character" are "both sound
and stimulating for this purpose. "The Camping Magazine, "
"Christian Citizenship", and "Religious Education" are some
magazines v/orth keeping in touch with. An effort should also
be made this year to have a staff reunion during the holidays,
both to evaluate the season just past and make plans for the
coming summer, and to keep alive esprit de corps. This might
even be held at Camp Hazen itself, as Hendry suggests."^"
The mosi important medium of pre- service training was
the three day training conference held just before the boys
arrived. The cnief trouble with this last season was that the
program was not planned anead of time but was left to be de-
veloped in the conference by the leaders themselves. Conse-
quently no one knew where to begin or v/hat to discuss, and
the result was that most of the time was wasted trying to
work out the camp objectives. A rapid survey of the laws of
learning and the four steps of the educative process was
given, as well as several miscellaneous talks. The rest of
the time was spent trying to understand the dozen varities of
rating blanks that were on hand ready for use. The directors1
council has worked out this winter a much more definite pro-
gram for the coming conference. This consists of four brief
lectures on the various phases of camp life, each followed by
a short general discussion, and then by meetings of the lead-
ers in each, council. The remainder of each morning and after-
Character Education in the Rummer Camp, p. 52.
t
noon session would be given to instruction in the more for-
mal program classes and activities, and to recreation. The
evenings would toe devoted to recreation, fellowship, and
esprit de corps. Even a bare approximation of this system
would be better than the enthusiastic but unsystematic and
confusing fog which shadowed last year's conference, although
the latter did develop a fine esprit de corps.
The second function of this training conference should
be a job analysis and specification by each member of the
staff. So many of the leaders have no very definite idea of
what their duties are, and some nave no duties except the
general charge of a tent group. Even the activity instructors
seldom realize the full implications of their jobs. The solu-
tion is for each leader, and especially the instructors, to
analyze his job into all the possible primary, associate, and
concomitant learnings that he can think of, and then review
these with the director of program and the counselors. This
is the type of plan followed in Life's Summer Camps.
Each counselor (leader) responsible for a major
interest of the program prepares in writing a
statement of aims, objectives and methods for
carrying them out. This is first discussed with
the directors and then presented to the staff.
The plans for the entire program are used as
guides for conducting the activities. 1
In this way each leader v/ill know what his job is and what
its possibilities are for character education. These speci-
fications should be used throughout the summer both to guide
the leader in his activity and to check the extent to which
he is doing his job. The effect of this device on staff
1. Sharp, L.B., Education and the Summer Camp, p. 61.
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effeciency and esprit de corps should be marked. As Hendry
1
says,
If a number of camps this summer Would secure a
time-activity schedule of their counselors
(leaders) for a v/eek or even for one typical day,
an encouraging beginning would be made.
It might also be a good plan for each leader to write out a
report of his season's work at the end of the summer, not
only as a "basis for changes in procedure and methods another
year, but also to give the leader himself a broad, general
p
appreciation of the significance of his summer's work.
One of the chief training periods of the in-service
group is the weekly leaders' meeting. Both Ahmek and Mason's
3
camp hold their leaders' meeting daily.
(These meetings) offer an opportunity for members
of the staff to share experiences together and to
focus available resources around their individual
or common problems. Such meetings may deal with
the routine affairs of camp life, the basic prin-
ciples of educational leadership, and vital issues
that arise in the counselors' daily experience. 4
It is evident that Hazen needs more frequent leaders' meet-
ings, especially since the majority of its leaders are un-
trained in any sort of educational technique. It has been
suggested, however, that the leaders of each council meet
together with their counselor ever day or so for this pur-
pose, and have the entire staff meet only once a v/eek as
heretofore. This would indeed triple the amount of "lectur-
ing" but it is hoped that most of the meeting would consist
of a discussion of the problems common to each council. Cer-
tainly the smaller group discussion would be more interesting
and less unwieldy than the larger group.
1. Character" Education in the Slimmer Camp, p. 29./ 2. ibid. ,p.31
3. Camping and Character, p. 220; Camping and Education, p. 141
4. Character Education in the Summer Camp, p. 30.
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125
The leaders1 meetings should be planned ahead of time,
and based on problems raised by the leaders themselves. This
insures the leaders' interest, as the problems will probably
be practical situations arising in the actual life of the
council. Minutes should be kept of all proceedings, for future
reference. It is evident that if Hazen is to improve its
leaders' meetings, the three counselors must become much more
proficient in the technique of guiding group thinking and dis-
cussion than they have been. If the discussions resolve them-
selves into endless differences of opinion without the crea-
tion of any new group ideas, they will hardly be worthwhile.^"
There should also be a committee to keep the discussion rele-
vant to the central problem of the day.
Skilful leadership for the -- meetings is necessary
if they are to be interesting and highly profitable.
A committee formed out of the group as a steering
committee helps to keep the discussion close to the
recognized needs of the leaders. 2
In the supervision of leadership there is much for
Hazen to learn. The three counselors did a splendid piece of
work this summer, especially when we realize that two of them
did not know that they were to hold this position until they
arrived at camp. With courage and conviction they proceeded
to produce some order and much happiness from the experimental
chaos. The procedure of supervision, however, was based solely
on hard common sense rather than on any knowledge of super-
visory technique. If the latter ca.n be acquired before the
3
coming season, much improvement may be expected. Gregg has
clearly outlined the technique and the advantages of super-
1. Follett, M.P., The New State, Chapter II.
2. Dimock.and Hendry, Camping and Cnaracter, p. 223.
3. Gregg, A.J., Supervision of G-roup Y/ork, pp. 23-24.
vision. Certainly the Hazen counselors must take more pains
to observe and evaluate the actual group procedures of their
leaders, and they can also improve their methods of inter-
viewing. With a ready command of the proper tecnniques,
-- The supervisor becomes the keen observer of what
goes on, an analyst of cause and effect in group
work, a skilful questioner and a friendly comrade
with the leader around a compelling task, a reser-
voir of suggestions about methods, procedures, and
resources by use of which the leader may enrich
the growing purposes of his group. 1.
When we evaluate the Hazen counselors on the basis of the
laws of love, however, which Gregg says are as necessary as
the laws of learning, they measure up much more successfully.
We have found that the principles under expertness
in supervision are the very essence of respect for
personality - love your neighbor as you would your-
self. 2
Upon this foundation of sympathy and fellowship, Hazen can
go on to use successfully whatever additional techniques it
hopes soon to acquire.
3» Esprit de Corps.
We have tried to show how the Hazen esprit de corps
rests on the fellowship and cooperation between all the mem-
bers of the staff, especially between the leaders of each
council.
Of equal, if not superior, importance to the person-
nel and educational equipment of the counselors
(leaders) is this element of morale, or esprit de
corps. Without it the camp organization may be but
an aggregation of individuals. With it there is a
community of happy leaders who possess in a con-
spicuous degree the sense of fellowship in a
significant enterprise, buoyancy of spirit, friend-
liness of attitude, and deep loyalty to the camp
ideal and purposes. 3
1. Gregg, A.J. , Supervision of Group Work, p. 5.
2. ibid., p. 26.
3. Dimock and Hendry, Camping and Ciiaracter, pp. 242-243.
%
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127
Two recommendations have been made regarding the develop-
ment of esprit de corps at Hazen. The first comes from the
Middler Counselor's Report.
I am of the opinion that the leaders should be faced
with definite 'rules and regulations ' in regard to
smoking, days off, after taps activities, tent-line
duties, etc., at the beginning of the season. To rest
back upon 'democratic procedure' and expect to have
the leaders respond in any adequate manner is to
find all discipline at loose ends before the season
is well started.
This counselor does not realize that the fault may lie in
the supervision of democratic procedure, and not in that
procedure itself. Rules made autocratically in past seasons
were easily broken because they were made externally as far
as the leaders were concerned."*- The rules made this summer by
the democratic method were broken only by one clique which
was not in harmony with the purposes of the camp. The rules
should, however, in fairness to all the leaders, be made by
the majority, and not, as was done in the case of the rule
about smoking, by only those concerned, that is, the smokers.
Before the rules are made, the leaders should be asked to
realize that:
One of the most fallacious of camp practises is the
double moral standard in the camp community: the
counselors may do as they please, while the campers'
must abide by the camp traditions. - -A counselor ^
leads by how he himself lives, not by what he says.'"
The second recommendation concerns leaders' time off,
and was made by the directors' council during the winter.
This was that leaders should have a whole day off only once
every nine days, instead of once every seven, and an addition-
evening free dur/ing the same length of time. Tnis was done
1. Mason, B.S., Camping and Education, pp. 141-2/ 2. ibid., p. 154
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to prevent the stalling of camp activities which occurred
last summer "because so many leaders were absent on "leaves"
and canoe trips at the same time. Another suggestion is that
instead of a leader considering himself off duty except when
definitely scheduled for some activity, he should he given a
definite free hour each day and consider himself on duty the
rest of the day until taps. Certainly something must be done
to cut down the amazing amount of time-wasting and parasiting
that has been going on among Hazen leaders with obvious det-
riment to the esprit de corps and efficiency of the whole staff.
Another good idea for esprit de corps is to allow each leader
to take his turn sitting at the 'head table 1 with the camp
director for a meal or two."*"
4« Group Control .
The chief criticism of the leadership methods in use
at Hazen is that they were not much used. The lack of dis-
cipline and group control in many of the tents, especially
among the two younger councils, was due to the fact that no
group spirit had been created by the leader. Group spirit
arises only when the leader considers himself an actual mem-
ber of the group and gives enough time to actual participa-
o
tion with his boys in their group enterprises and activities."
A leader is one who defines, stimulates, and crys-
tallizes the desires of the group, and who usually
shares with the group in the effort to realize these
purposes.
1. Character Education in the Summer Camp, p. 31.
2. Dimock and Hendry, Camping and Character, p. 207.
"Because the leaders did not understand this process of
group control through group spirit and activity, discipline
was more or less chaotic. The leaders were told not to use
penalties "but to develop internal discipline, discipline of
the group by itself. But where no group spirit has been
created, no internal discipline is possible, so the result
was generally no discipline at all. Certainly another sea-
son the leaders will receive training in methods of group
control, particularly in the use of "the four principles
for creating desire" : suggestion, cooperation, faith and
1
recognition. Another technique of control that must "be
mastered is the stimulating and guiding of group enterprises,
"beginning on the elevel of the boys' interests, and gradually
"broadening and raising these to the leader's own level. Tnis
is one of the most important techniques of character education,
that of "broadening the "boys' horizons. Here again, as in most
phases of leadership, the problem is one of training and
supervision rather than of the qualifications and spirit of
the leaders themselves.
5. Personal Counseling.
The most difficult and the most important phase of our
evaluation concerns the methods of behavior adjustment and
personal counseling employed at Hazen during the past season.
2
As Dimock says,
Even though the camp does not have on its regular
staff a psychiatrist or clinical psychologist, nor
have many, if any, campers who are seriously mal-
adjusted, a thorough program of personnel analysis
1. Dimock and Hendry, Camping and Character, pp. 300-301.
2. ibid., p. 14:J.
and behavior adjustment should "be in operation
in every camp which claims the role of educator.
Few are the boys in a summer camp whose emotional
and social attitudes and habits cannot be conditioned
in the direction of more wholesome and socially
effective behavior.
Now when Hazen' s initial efforts at behavior adjustment made
this season are compared with the almost total lack of any
such methods in the past, it would seem that Hazen has made
some progress in this direction, although it has done little
more than accept the personal interview as the universal
method of counseling individual boys. On the other hand, when
these first few steps are compared with what is being done in
other camps: the elaborate case data assembled, the detailed
observing and recording of behavior, and the frequent con-
sultations with trained psychiatrists, Hazen seems to be
years behind the times.
^71aat can be done to make a more satisfactory approach
to social adjustment at Hazen?
(a) In the first place, room should be made on the staff
for a personnel director, trained in the methods of mental
hygiene, psychology, and sociology, and skilled in counseling
and guidance. His chief function would be to help leaders to
deal with their boys, through the observation and recording of
behavior, the analysis of attitudes and motives, interviewing,
and prescribing solutions. He would have complete supervision
of all the personal guidance and behavior adjustment program
j, ,, 1
01 the camp.
1. Character Education in the Summer Gamp, pp. 26-26.
(b) In the next place much more can "be done in the
way of collecting case data, especially through the pre-
season parents' information "blank, and the observing and
recording of "behavior. The behavior observation record and
the behavior frequency scale in use at Ahmek are probably
the best methods yet devised for camp use."'"
(c) Hazen must continue its emphasis on the sympa-
thetic and friendly approach to the boy, both by the coun-
selor and the leader, during the openin^ days of camp.
-- Problems of readjustment demand & cooperative
solution. As a general rule, young folks are will-
ing to accept help and guidance from those adults
who are friendly and sympathetic. 2
(What the adolescent needs more than anything else
is) the helpfulness of patient understanding and
spiritual sympathy. 5
(d) Leaders must receive much more training in the
technique of interviewing than was available last season.
The interview is the basic element in the entire personal
counseling process, and it must be done correctly if it is
to be successful. It has been emphasized by several writers
that this was Jesus' method of dealing with people, but even
Jesus could not have used it successfully without training
and practise. We do not need to go into the details of the
interviewing technique here. It can be found in a number of
, 4
authoritative works.
(e) The leader must also be trained and guided in work'
ing out solutions for his boys' behavior problems. In the
first place ne must be able to analyze the symptomatic atti-
1. Dimock" and Hendry, Camping and Character, pp. 150-159.
2. Boorman, W.R., Developing Personality in Boys, p. 186.
3. Freehof, S.B., Building Character, p. 307.
4. especially Boorman and C-regg, op. cit.
tudes and behavior tendencies of the "boy into the basic,
underlying cause or motives, and attempt to deal with/the
latter by guiding then into more socially acceptable chan-
nels or interests."'" To help reveal these causes of malad-
justment to the boy himself often helps him to make a good
2
start in readjusting himself. Other steps in the readjus-
ting process may be to inspire self-confidence in the boy,
to emphasize the reality of the present as against the day-
dreams of the future, and to establish more harmonious group
relationships, finding a '•buddy" perhaps for a lonesome, un-
sociable boy. To the extent that Hazen successfully utilizes
these methods and techniques, it will to that degree realize
its opportunity for character education through social ad-
justment.
The recommendations made in this chapter may be sum-
marized as follows:
(1) In selecting its staff, Hazen should include a
handicraft expert, a personnel director, and counselors
trained in educational methods.
(2) Pre- service training of leaders should include a
leadership training course, a leader- in- training experiment,
and reading, study and practise in boys' work throughout
the year.
(3) The pre- season training conference should be planned
to include lectures, discussions, and an opportunity for job
analysis and specification by each leader.
1. Character Education in the Summer Gamp, p. 23.
2. Boorman, W.R. , Developing Personality in Boys, p. 227.
3. ibid., pp. 227-233.
(4) Leaders' meetings should, "be held more frequently
for the leaders of each council, for training in leadership
methods.
(o) Counselors must master the technique of super-
vision, including the guiding of group discussions.
(6) To develop esprit de corps, rules and regulations
should be made by the majority vote of the leaders them-
selves, and time off should be more definitely specified and
scheduled.
(7) Leaders should receive more training in methods of
group control, including the creating of group spirit and
the stimulating and guiding of group enterprises.
(8) More pre- season data should be acquired for the
case records of each boy as a basis for behavior adjustment.
Leaders should receive training in the observation a,nd re-
cording of behavior, in the initial approach to the individual
boy, and in the techniques of interview and "follow-up".
CHAPTER V.
RECORDING THE RESULTS.
♦
Y. RECORDING THE RESULTS .
The recent movement to measure character has "both its
enthusiastic exponents and its doubting disparagers. In
Chapter IV. we quoted Mason's fear that too many educational"
devices and techniques would lead to the over- instituional-
izing of camp life* Others claim that it is a waste of time
to attempt to measure anything so intangible as character, as
the Character Education Inquiry of Hartsnorne and Lay is at-
tempting to do. To these doubters, one of the leading expon-
ents of experiment and measurement in the field of religious
education, Dr. Goodwin B. Watson of Teachers' College, replie
2
as follows:
-- Is character something which is so intangible that
it can not be measured? One answer is suggested by
the array of measures already constructed. A better
comment is found in noting the only proposed alter-
native. It is the substitution for tests of oppor-
tunistic and subjective impressions. It is the attempt
to measure without admitting that measurement is going
on. It is the attempt to defend partial and unreliable
tests as opposed to those which are more reliable,
more valid, and more complete.
Opinion at Hazen has been on both sides of the fence regar-
ding this question, but the majority felt last summer that
Watson's hypothesis was at least worth testing, if not to
the extent of statistical measurements, at least to the ex-
tent of keeping records of the boys' activities and attitudes
The value of such records is threefold; (l) They help us to
know if our methods are working. (2) They help us to know
which methods are efficient and which should be improved.
1. Kason, B.S., Camping and Education, pp. 113-114.
2. Watson, G.B., "Character Tests", Rel. Education, Vol. XXII,
May, 1927, p. 503.
-
135
(3) They are instrumental in the evaluation and improvement
of leadership."^"
A. HISTORY
The only record of any sort kept at Hazen in previous
years was the "Gamp Hazen Attainment Record". This was a
record of the points won on the various tests and require-
ments of the attainment system, which was the basis for the
emblem awards. There were five requirements in each of the
four departments of camp life: intellectual, physical, devo-
tional and service. 800 credits out of a possible 1000 in
each department were required for each degree awarded. This
record was obviously of no value in evaluating the methods
of curriculum or leadership. It was simply a record of cer-
tain activities and tests in which the boy had participated.
Another type of record resulted from the "paper and
o
pencil" tests conducted by the Y.M.C.A. in 1926. ~ These tests
were taken by sixteen Hazen campers at the beginning and again
at the end of the summer. The average gain or loss per boy
during the summer as compared with the average gain or loss
of all the 1,216 boys tested in 25 Y.M.C.A. camps was as
follows :
1. Dimock and Hendry, Camping and Character, pp. 255-259.
2. Watson, G-.B., Some Accomplishments in Summer Camps.
136
Hazen
Average
Effort on tests-
-1
-1.7
Interest in
Radio
14
1.2
Daring Adventure
10
- .17
Nature Study
-11
.19
Hiking, Camping
8
.73
Music
4
.31
Fishing
16
-1.8
Boxing, Wrestling
7
-1.1
Campfire Stories
0
- .55
Health Knowledge
0
.20
Attitude toward Law
2'
- .19
Honest Confession
4
.37
Intelligence and
Home ba-c kg round
-3
-1.43
Bible Knowledge
-0
.03
Freedom from prejudice
1
.89
Ideas of camp values
1
.11
Average total
5
-.01
The comparison shows that Hazen 's improvement was above the
average in every instance except four, and in total improve-
ment Hazen rated second highest of all the camps tested."'"
This is an interesting indication of Hazen1 s relative status
among Y.M.C.A. camps in general during 1926, but it is of
little worth as an evaluation of the specific methods used to
achieve this result.
B« EXPERIMENT
When the leaders arrived at Hazen for the 1930 pre-
season training conference, they found some dozen varieties
of rating blanks, scales and records awaiting their acquain-
tance and experimentation. Many of these were adojited direct-
ly from Camp Ahmek. The confusion and pressure of the experi-
mental stage, however, limited actual usage during the first
1. These results are taken from Watson, G.3., Some Accom-
pli shments in Summer Camps, pp. 9-13.
(
t
137
period to only three of these forms: the "Camper's Analysis
and Rating", the "Behavior Frequency Scale", and the "Camp
Instructor's Weekly Report."
The "Camper's Analysis and Rating" was used as a "basis
for the get-acquainted interview to help the leader formu-
late his objectives for each "boy and to
help the boy to formulate more clearly and
definitely his objectives in the camp and
in life. 1
The boy was given a five point rating on various items under
six main headings: activities and interests, appreciation of
higher values, observation of health habits, team-work qual-
ities, ability to learn, think, create, and personal qualities.
The rating would help the boy to decide which of his interests
he was going to pursue in camp, and wnich of his character
attitudes and qualities he could improve upon during his stay.
Another rating at the end of each two-week period would measure
the degree of improvement or loss.
The "Behavior Frequency Scale" was a list of forty-three
common forms of behavior, the object of which was to record
the approximate frequency with which each form of behavior
was observed by the lea.de r in each boy, whether "never, sel-
dom, occasionally, fairly often, frequent or extreme." The
"Camp Instructor's Weekly Report" was a record of the interest
and progress shown by a boy in his formal instruction class.
By the end of the first two-week period, dissatisfaction
was manifested with all three of tnese record forms. The
"Instructor's Report" had been kept in only a few instances,
1. Dimock and Hendry, Camping and Character, p. 354.
as the instructors pleaded that getting their classes organ-
ized and under weigh left no time for keeping records. The
"Behavior Frequency Scale" was misunderstood. It was thought
"by everyone until the end of the season that it must be check-
ed every week, and the leaders could not find the time to do
this. The "Camper's Analysis and Rating" was found to "be too
complex for the use of leaders who had had no training or ex-
perience in interviewing or rating. It tended to become a
formal repetition of "yes and no" questions, mixed with vague
impressionistic snap judgments, both of which of course de-
feated the purpose of the interview. The result of the pre-
vailing dissatisfaction with these records was as follows.
The "Instructor's Weekly Report" was continued for further
trial. The "Behavior Frequency Scale", still misunderstood,
was discontinued. The "Camper's Analysis and Rating" was re-
adapted to Has en's specific needs by division into two sep-
arate and simpler blanks, called the "Activity Sheet" and the
"Attitude Sheet".
The "Activity Sheet" consisted of two blanks. The first
was the daily activity record posted in each tent. This wa.s a
list of seventeen types of camp activity, with a space for
each boy to record the amount of time he spent in each one
each day. The second blank was the leader's sumuary of each
boy's participation thus recorded over a two-week period.
The "Attitude Sheet" likewise consists of two parts, one for
the boy and one for the leader. The leader's blank is a list
of character qualities, rated on a five point scale twice a
week, with a space for describing special problems and diffi-
culties. The other sheet is a translation of this into boy
terminology and posted simply as a reminder, not a record.
It begins: "'.'/hat you get from Gamp Hazen depends upon: "
The main purpose of these activity and attitude records is
to check concurrently the rise and fall of the boy's inter-
ests and attitudes, so that as soon as any apjjreciable change
is noticed he can be helped in his adjustment by a word of
encouragement or, if necessary, by an interview. These devices
served this purpose well enough to be continued for the rest
of the season.
At the end of the summer each boy's activity and atti-
tude records were summarized in a "Report to Parents", show-
ing the amount of participation in various activities and the
amount of positive or negative change in his social attitudes
and character qualities. A space was reserved at the end for
noting the boys special problems or difficulties and any rec-
c omendations that the camp saw fit to make. These reports
were made out by the "boy's leader and his counselor, and the
problems and recommendations were stated with more frankness
than tact.
In addition to these records, there was a "Leader's
Rating Blank", a list of forty- three items .of "personality
and team play elements, appreciation of higher values, and
leadership tools and skills." These ratings were made by the
leader's counselor and the two camp directors at the end of
the first and third periods, and the results were made the
basis of the counselor's interview with the leader.
t
140
G. EVALUATION
17e have now come to the point where we can no longer
postpone asking the embarrassing question: What are the
results of the summer's experiment at Camp Hazen? Few who
spent the summer there would disagree that there were results,
that there was more happiness and more camp spirit as a re-
sult 01 the experiment than ever before. Happiness and spirit,
however, do not necessarily imply character, and cnaracter
was the dominant purpose of the experiment. A summer resort
may produce more happiness and fellowship than an army camp,
but it does not follow that it thereby produces better sol-
diers or citizens. Valid results must be in terms of the pur-
pose of the experiment. Tne consensus of opinion would prob-
ably be that there were positive character results this sum-
mer sufficient to label the experiment as successful. Con-
sensus, however, is not a reliable measurement unless it is
1
based on concrete data. As r7atson says,
No decrees upon any of these questions -- are worthy
of acceptance, except insofar as they rest upon care-
ful descriptions of what has actually happened.
Consequently we must turn to the records for any reliable
summary of results.
The only results available by this method, however, are
the changes in interests and attitudes of each boy during his
stay in camp. In other words, no genera.l summary of all the
individual records has been made. Consequently no figures
are available for the average change per boy, either in each-
section or in the caaap as a whole. This lack of any statistical
1. Watson, G.B., Experiment and Measurement in Religious
Education, p. 5.
summary is one of the most serious indictments of Hazen 's
experiment that can be made. An experiment is a controlled
attempt to verify the truth of an hypothesis, and if no
results are forthcoming, the "experiment" will be declared
a failure and must be repeated. The results might have been
more obvious if the experiment had been limited as originally
planned to the Senior section, using the other sections as
controls. It might be difficult, however, to equate the sec-
tions to allow for the difference in age. Even if this could
be done, the result would not be reliable unless it could be
measured more adequately than has thus far been done at Hazen.
Until a satisfactory method of measurement is found, any ex-
periments that Hazen may carry out v/ill have little signifi-
cance for other camps, and any significance that they may
have for Hazen itself will rest on the Baffle old blind, un-
critical provincialism that has always characterized this
camp. Hazen is at the cross-roads. It must either be prepared
to go all the way in its new "scientific" approach to char-
acter education, or it will slip back into the old rut of
routine conservatism.
There is, however, something to be said on the other
side. Doubtless Hazen would be glad to summarize the individ-
ual records of the summer in statistical form if it could be
ma.de to realize the practical value of such a step. It may be
confident that its methods are working, but it must be shown
that it does not know which methods are working and whether
they are working most efficiently. It must also be shown that
the best instrument for evaluating and improving leadership is
« t
t
•
not the leadership rating, "but actual records of the char-
acter changes which the leader produces in. his boys. It
might also wake up to the fact that reliable measurement s
and statistical results are much more impressive to a Camp
Committee and to the world at large than any amount of
enthusiasm, consensus, or conviction on the part of the
directors.
This is a problem, however, to be faced at the begin-
ning rather than at the end of a season. At the end of last
season the directors were not in a position to decide to
summarize or not to summarize. They could only decide whether
the summary would mean anything, based as it must be on the
activity and attitude records. The decision was negative.
In the first place these records were not devised for the
purpose of statistical summary, but as concurrent checks on
the changes in a boy's interests and attitudes. In the se-
cond place, these records were made by only one judge, the
boy's own leader, which made them liable to the danger of
the "halo" effect, the tendency to judge the boy as a whole
rather than the specific quality or attitude to be rated. ^
Their reliability would therefore tend to be low. In the
third place, the attitude records would tend to be invalid
because they did not rate attitudes directly, but mere infer-
ences of attitudes, a vague, general impression based on the
observation of the boy's behavior. It would, therefore, be
hazardous to expect significant statistics from a summary of
these attitude and activity records.
Watson, G.E., Experimentation and Measurement in Religious
Education, p. 40.
On the other hand, something is to be said for these
records, not as statistics, "but as instruments of practical
social adjustment. They worked. v/hen a leader's general "halo
rating of a boy changed a point or two for a certain attitude
or quality, it usually meant that something was happening in
that boy worth watching, that some change was occurring in
sufficient degree to be observed, recorded and possibly acted
upon. Consequently these records were practically valuable
even if scientifically unreliable and invalid. And, as 7/atson
says,1
It may be the very fact that ratings are somewhat
invalid, are somewhat colored by halo effects and
the like, that makes them useful in predicting
social achievements and attitudes. It is quite
possible that the 'errors' from a strictly scien-
tific point of view, in a general estimate by
another person as contrasted with careful object-
ive tests, are really very significant. If all
through life, every contact of that person with
others is likely to be influenced by the same
'errors', then the error may be just the thing
that should be taken into account and included in
the original measurement. We often appreciate better
than we analyze.
Prom this viewpoint, which social psychology would certainly
confirm, it might even be worthwhile and significant to
summarize the attitude records in statistical form. Hazen
would thus have at least some indication of the approximate
change in its average camper, even if the change recorded
were only in temporary behavior tendencies rather than the
more permanent character attitudes which were supposedly
being measured.
1. Watson, G.B., Experimentation and measurement in Religious
Education, pp. 52-53.
Tile "boys' "daily activity charts" seem to be worth
retaining. As the boys mark them themselves they cannot help
getting some idea of the degree to which their activities
are either one-sided or balanced. As all-around participation
is one of the requirements for an emblem, they tend to bal-
ance their activities whenever possible. These charts also
aid the leader to see how the boy spends his time, where his
major interests lie, and what proportion of time he gives to
volunteer services, an indication of his social attitude.
The "Instructor's Weekly Report" is difficult to check be-
cause the boys do not generally elect one shop activity for
an entire period, but tend to "flit about from pillar to
post" as the Educational Director expressed it. Nevertheless
the report does give some indication of the boy's interest
and progress and should be further experimented with, especi-
ally if the formal instruction classes are changed as sug-
gested in Chapter III. The old "Attainment System Records"
have not been used since the change in the system of a.warding
emblems. As further check on the skills and abilities devel-
oped at camp, Hazen might try some general proficiency tests
two or three times during the summer as Ahmek does.^ Some
record form should be used to rate the informal group enter-
prises, the degree to which the campers participated, that is,
purposed, planned, executed and evaluated the project. Such a
form, called "Sca.le for evaluating camp group activity from
standpoint of its educational processes" was available last
summer, but not used. Another available blank that should be
tested is "*.7ho Makes Decisions?" in problems of program, or- *
ganization and administration.
Tl Dimock and Hendry, Camping and Character, p. 262,
(
(
It is a real question whether the Attitude Sheets
should be retained another year, or whether Hazen should
experiment with the "Behavior Observation Record" and the
"Behavior Frequency Scale" in use at Anmek. As Dimock says,'^"
Behavior in the actual situations of life is the
best test of socially wholesome attitudes and habits.
At present probably the most reliable method of
estimating character changes are not tests but
the systematic recording of carefully observed
behavior. 2
The most useful methods for measuring results
were the descriptive records of the boys* behav-
ior kept throughout the summer, and the behavior
rating scales. 3
In connection with this statement it must be remembered that
Aiimek also uses the "Camper's Analysis and Rating" which in-
4
eludes a record of character attitudes and qualities. It
does seem more or less obvious that a record of observed
behavior is likely to be more accurate and reliable than a
record of attitudes which are simply the leader's general
impressions of the Boy's behavior tendencies. Ahmek found
three distinct advantages in using the Behavior Observation
Record, which is simply a description of different forms of
5
observed behavior, during the first week of camp.
(1) It catches the boys who require more careful
study and treatment early.
(2) It gives the counselor (leader) a basis for form-
ulating inductively and specifically his leadership
objectives for each boy.
(3) It immensely broadens the range of behavior
difficulties reported. 5
If Kazen is going to make a scientific approach to behavior
1. Dimock and Hendri', Ca.mping and Character, p. 262.
2. ibid., p. 263. / 3. ibid., p. 290. / 4." ibid., p. 355.
5. ibid., -pp. 152-157. / 6. ibid., p. 155.
adjustment and personal counseling, the "Behavior Observa-
tion Record" and the "Behavior Frequency Scale" would seem
an almost indispensable part of the necessary individual
case history. These instruments would also furnish a more
reliable foundation for statistical summarization at the end
of the season than the "Attitude Record" now in use. They
would probably require more time and training to be rightly
used, but all worthwhile achievements have their price.
The "Report to Parents" which summarized the individ-
ual boy's interests and attitudes during the summer raises
the difficult problem of "transfer". How much of the sum-
mer's change in social attitudes, character qualities and
behavior tendencies does a boy carry home with him, and will
the change "carry over" permanently from the camp, situation
in which it was learned to the situation at home or school?
It depends, of course, on the similarity between the two sit-
uations. The value of the camp as a character- educating enter-
prise v/ill not long remain unchallenged unless the character
changes produced prove to be permanent. If the home situa-
tion is so different from camp life that "carry-over" is
highly improbable, should the camp give up trying to change
that particular boy or should it attempt to change the sit-
uation at home? In any case,
A much closer relationship of camp and parents must
be secured if results potentially possible are to
be realized. A much closer integration of the camp
and other community agencies such as the school and
church must also be achieved if the camp experience
is to be transformed froma fleeting episode to a
normal phase of life yielding far-reaching conse-
quences. 1
T~. Dimock ~ahd Hendry, Camping and Character, p. 148.
t
The "Report to Parents" used at Jlazen this summer
does not seem to have much value in bringing the camp and
the .parents closer together. Hardly any comments have been
received from parents about this report. Possibly parents
do not like to be told that there is anything about their
boy or about managing him that they do not already know.
A behavior rating scale sent to the parents before and after
camp might achieve more satisfactory results, both in let-
ting the parents know how much their boy has changed, and in
measuring the amount of transfer."1" At least it would lift the
responsibility of measuring from the shoulders of the camp
onto those of the parents, and would probably secure more
interest and cooperation on the part of the latter as well.
2
Other suggested methods of promoting transfer are:
(1) Securing more case data from club leaders, teachers, and
parents before camp opens. This might well include the boy's
intelligence quotient, as Hartshorne and May have found the
3
correlation between intelligence and character to be high.
(2) Recruiting camp leaders from the leaders of boys clubs,
and vice versa.
(3) Making the data, but not necessarily the interpretation
of the data, secured in camp available to those working with
the boy in his home town.
(4.) Bringing boys' groups to camp, and maintaining the orig-
inal groupings.
1. Character Education in the Summer Camp, p. 19.
2. ibid., p. 20.
3. Hartshorne, H., and May, M.A., "A Summary of the TVork of
the Character Education Inquiry", Rel. Ed. , XXV. Oct. '30
p. 759.
The "Leader's Rating" blank has proved to be a valu-
able instrument in evaluating and improving leadership. It
might be used more frequently, perhaps every period. By
itself, however, it is not an adequate basis of supervision.
It should be supplemented by measurements of the character
changes produced by the leaders in the boys themselves.
Ahmek has found that
There seems to be a high degree of correlation
between the quality of leadership and the kind
and degree of behavior changes in a perticular
group of boys. 1
It might be interesting to summarize the conclusions
which Ahmek drew from the results of its measuring tech-
2
niques :
(1) Improvement in character is not an inevitable result of
a summer spent in camp. It is probably less than is generally
supposed.
(2) Character changes depend on many factors, the most impor-
tant of which is leadership.
(3) The amount of improvement seems to decrease with increas-
ing age.
(4) The most gain is in those attitudes emphasized and symbol
ized in the camp, spirit and traditions.
(5) The results of rating are about the same for two months
as for one.
(fi) Parents are more optimistic in rating results than are
camp leaders.
(7) There is at least a temporary transfer or "carry-over"
for certain changes in behavior.
1. Dimock and Hendry, Camping and Character, p. 290.
2. ibid., pp. 290-291.
•
•
These conclusions are interesting for comparison, "but we
must remember that they are Ahmek's, not Hazen1 s. Hazen is
a different type of camp, and there can be no undue confi-
dence that methods successful at Ahmek over a number of
years will automatically function efficiently at Hazen the
first summer. Ahmek 's experiment has indeed stimulated and
challenged Hazen to follow suit, but Hazen cannot ethically
remain content to accept Ahmek? s conclusions without question.
It must measure its own results and draw its own conclusions.
Until this is done its claim to scientific experimentation and
significant contributions to character education cannot be
justified.
The following conclusions are merely tentative:
(1) Hazen should retain the "Gamp Instructor's Weekly
Report", the "Daily Activity Chart*, and the "Leader's Rating"
blank for use next year.
(2) Hazen should experiment with the "Scale for Evalua-
ting Gamp Group Activity" and the "Who Makes Decisions?"
blank.
(3) The "Attitudes Record" should be replaced by the
"Behavior Observation Record" and the "Behavior frequency
Scale." These should be summarized at the end of the season
to measure the progress of the individual boy, and the re-
sults totalled in statistical form as a measurement of the
growth of the average camper and the successof the summer as
a whole.
(4) Hazen should study and experiment with methods of
insuring and measuring transfer, particularly with a behavior
rating scale for the parents before and after camp.
•
CAMP HAZEN ATTAINMENT SYSTEM
(Adopted from the Christian Citizenship Training Program)
(Revised May 1, 19E6)
Requirements and Credits for
JUKIQR FIRST DESREE
Total Possible Credits 4000
Required to win degree 3200
I. INTELLECTUAL Possible Credits 1000
Required " 800
Select and v : tisf actorily carry through a Junior Achievement
project or *ome other educational course- ----- -Credits E00
Read Chapter 6 in Pioneer Handbook on "Health and Endurance"
pages, 73-90- Credits 150
Collect specimens and identify ten trees and identify ten birds
Credits 150
With not more than five other campers, under the guidance of a
tent leader, assist in the construction of an outdoor fire place
or some other assigned camp craft project ----- -Credits E00
Be graded by leader for showing good judgment, initiative and re-
sourcefulness- ------------------- Credits 300
II- PHYSICAL Possible Credits 1000
Required " 800
Give evidence that you have made the following, daily habits dur-
ing Camp period- ----------------- -Credits 200
(25 Credits for each)
(a) Drinking one glass of water upon rising.
(b) Bowel movement at a regular hour.
(c) Attending setting up drill.
(d) Cleansing teeth.
(e) Proper Posture - Standing and sitting.
(f) Temperate in sweets.
(h) Promptness in rising and retiring.
(g) Care in personal appearance.
Show proficiency in at least two team games and participate at
least six times in league or tournament games, showing self-con-
trol, gentlemanly conduct and good spirit ----- -Credits 150
Win "Beginner's International Y.M.C.A. Swimming Certificate",
(Swim 50 ft., any stroke, with or without turning)- -Credits 200
<
- 2 -
4. Compete in athletic meet, entering at least five events or take
a hike of at least four miles or compete in an aquatic meet (at
least three events) --------------- -Credits 150
5. Be graded by tent leader on right attitude toward entering all
physical activities- -- - -------- Credits 300
III. DEVOTIONAL Possible Credits 1000
Required " 800
1. Show right attitude in all regular religious services and dis-
cussion group sessions -------------- Credits 200
2.. Tell group who your favorite Bible hero is and give six reasons
Credits 150
3. Attend talk (and report to tent leader) on "Why Have a Church"
Credits 150
4. Give some time each day to daily Bible Reading and Prayer-
Credits 200
5. Be graded by tent leader for self-control, unselfishness, teach-
ableness, good habits and conscientiousness- - - - Credits 300
IV- SERVICE Possible Credits 1000
Required " 800
1. Render some voluntary camp service suggested by Camp Director
requiring at least three hours- --------- -Credits 200
2. Save ten peroent of spending money for Camp period-Credits 150
3. Give origin and history of the American Flag and explain the
respect due it under different circumstances - - - Credits 150
<k. ftame four of .e various races now common in this country and
tell some of t is good characteristics of each- - - Credits 200
5. Be graded by tent leader for loyalty, sociability, self-sacri-
fice, domocracy and service- ------ ----- Credits 300
- 5
CAMP HA ZEN ATTAINMENT RECORD
JUNIOR FIRST DEGrREE
AWARDED
19
SAME
TOT
"INTELLECTUAL PHYSICAL DEVOTIONAL J^™™ Z
Tnls. Crs. Exm. Tnls. Crs. Exm. Inls. Crs. Exm . Inl^Cr,,
" ' " "" i
Exm,
l.E.D.
z: l.
3.3. D.
.1. L. i
S.P.D
.' 3 *!S .M.
L.
'2.
L.
3.» L.
l.:C.D.
EJ B.
3.] L.
4.E.D.
5 J L.
!4.P.D.
5.= L,
4.) L.
t
4.E.P.
n0TALS
Abbreviations :
Exm. Examiner Bj. Banker
Or 3< Credits EJD. Educational Director
I.D. Physical Director Inls. Initials
CD. Camp Director Leader
S Mm Swimming Master
♦
CAMPER'S ANALYSIS AND RATING
Name Age Tent Date
I ACTIVITIES INP
& INTERESTS l
, XL
0
a
o
PSTS
TTTTIT"
n i
j.
r p
L u
T 1
1 i
0
!ii>
A
-±
PV
D
ACTIVITIES INT]
& INTERESTS . l\c
! ^
ISTS
4 6
rfPF"
n
CCT
c p
FNl
L
X
3Y
Astronomy
Athletics
Birds
Boxing
Campcraf t
Camp Paper
Canoeing
Dramatics
Diving
r|5
i
Entertainin,
First Aid
Flower s
Handicraft _
y
.
—
Life Saving!
Sketching
Swimming
Trees
. . _
1
-h
1
t-
1
i
1 !
m—
i L_
r-
..
—
i
i
II. APPRECIATION OF HIGHER VALUES:
(a) Appreciation of beauty in:
(b) Social Ideals and Attitudes
Interest in social needs and
problems (T.Var, politics, race,
lif^e purpose, vocation, etc.) . .
II. OBSERVATION OF HEALTH HABITS.
Kybo, sleep, eating, recreation, rest
hour. . .
IV. TEAM-WORK QUALITIES.
Cooperation, participation, sharing . .
Responsibility and dependability . . .
V. ABILITY TO LEARN, THINK, CREATE.
Resourcefulness and initiative ....
Creative activity and imagination . . .
VI. PERSONAL QUALITIES.
Table etiquette; courteous manner . . .
1
2
3
—
—
i. i L. . .. . ,
i
,.l
I
(
(
CAMP BEHAVIOR FREQUENCY SCALES
Camper's Name , Jate of Births
Leader's Name ..ont Number
SCALE First Rating - Date_
Final Rating - Date
FORM OF BEHAVIOR
. FREQ.T
JENCY OF OBSE^
OVATION
Nev-
er
Sel-
dom
Occa-
sion-
al T 1 nr
ally
Fair-
ly Of-
ten
Fre-
quent
! Ex-
Treme
1 Disturbing any group meet-
ing; laughing; roughhouse;
2 Volunteering for service
task inconspicuously. • . j
3 Using profanity or dirty
i
1
I
!
4 Destroying property • . •
5 Showing courtesy, consider-
ing others first, etc# . «
6 Showing disinterest in
chapel, morning talks,
1
7 Cheating,- lying, deceiv-
ing, sneaking, stealing, *
8 Making friendly approach
to unlikeable boy , • , •
9 Making friendly approach
to those of his group, • •
10 Hogging equipment . • . •
12 Irregular sex behavior • ♦
13 Meeting misfortune cheer*
fully and efficiently • •
14 Standing out against the
crowd for worthwhile end •
15 Showing self-control in
situations of annoyance •
16 Retiring by self instead
of mixing with group . »
17 Contributing well consider-
ed suggestions to the -ftunlc-
ing of the group . . . , •
18 Practising musical appre-
1
1 — ■ 1
1 1
19 Turning to others for help
on something he should
20 Boasting, bragging, bluff-
21 Exercising authority ob-
jectionably, ooaeing • » • |
22 Observing rest hour « , •
1 1 ■■ ■ 1
23 Violating good etiquette »
1 i
r
c
24 Untidy in apr ea ranee and
Tent.
25 Practising bad posture
26 Showing enthusiasm in
group enterprises . . •
27 Originating, initiating,
creating ,
28 Evidences of inferiority
feeling ........
29 Showing laziness and
indifference
3 0 Showing hospitality to
new ideas * . . , ...
31 Grouching, crabbing . .
3 2 Assuming leadership in
group ,
33 Considering himself
first
34- Getting angry and ir-
ritated
35 Cooperating readily . .
36 Shouldering respon-
sibility
37 Carrying enterprises
through with despatch •
38 Razzing, teasing , . .
39 Acting opinionated,
conceited .......
40 Displaying courage . .
41 Profiting by mistakes,
accepting criticism . •
42 Pacing disagreeable facts
43 Accepting recognition
modestly , ,
FREQUENCY OF OBSERVATION
Nev-
er
! Sel-
dom
Occa-
sion-
ally
Fair-
ly Of-
ten
Fre-
quent
Ex-
Treme
I
r
I
1
1
!
1
. L , -
1
1 —
1
1 — ,
-
■ ■ '.
.
1
1
1
CAMP INSTRUCTOR'S WEEKLY REPORT
Sub j e c t I ns t rue t o r m Da t e,
NAME OP CAMPER
!
Tent
No«
1TTEREST
PRC
iGRESS
■f
X
,
1
1
i
f
1
•
|
i
J
.
i
i
1
!
rl 1
»
1, ,
it"
i
i
1
1
1
1
■ 1
? ? ? ? ? Vv H _A T D t_ D Y 0 U__ D Q I d p A ¥ ? ? ? ? ?
•
—
— V
S
s
M
T
W
T
—
s
s
M
T
s
i —
s
o
M
T
w
T
F
3
M
T
F
o
o
5
M
T
r
7 (
s
M
T
s
c
i ■
rl«!Ti
F
Morn i ng Dip
—
™i f
i
Shop
—
• —
— -
—
J
_J
"1
i
i
i
-i
Athlet ! cs
—
--
—
1
i —
—
—
—
—
1
1
Sw i mm i ng , Diving
Life Saving Classes
_..
—
—
—
—
—
—
—
—
—
—
r— •
. _
—
i
—
. JJ
*
♦
4_
General Swim
—
—
—
_ .
—
— .
—
—
—
—
....
—
— -
Hikes and
Exploration
—
—
—
Camp craft and
Cookery
—
—
—
—
—
i —
—
.
i
!
— _ .
Mature Study,
Woodcraft _
— .
—
—
. —
—
—
? —
--
-
....
— — •
—
—
- —
Informal G ame s _
Attendance at Coun-
cil or entertainment
—
---
— i
—
.
—
-. .,_
■--
. ...
....
—
Participation in
Council or enter-
tainment
.....
—
.
— *>-
—
—
—
......
—
—
—
—
.
JL^orjmajl _Pr.P_vJe cj s
—
—
—
—
—
—
Volunteer 3 e_r v ices
—
—
— ■
— -
—
—
— -
... _
—
L
[\ I NG AND WRITING
— .
— -
—
- —
\
^„
pO^ ATS
K Y BO
■
Teeth
i ...
i_
L
i
r
c
ACT I VI TY SHEET
LEADER'S SUMMARY OF CAMPER 1 S DAILY ACTIVITIES
C amp er 1 s N am e L e a der P er i o d
Rating
oommcn o
Morning Dip
Shop
Athletics
Bo at s
d V'7 x uiiux ii ii j jjj. i e baving,
Divine Classes, etc.
General swim
Hikes and exploration
Campcraft and cookery
.
Nature Study, Woodcraft
Informal Games
k\j h cncianoe ax- oouncijL
or Entertainment
*
r ;.u xicipai/ioii m oounci±
o r En t er t ai nm en t
Informal projects
Volunteer Services
Reading and Writing
Kyho
Teeth
RATING (5 point scale)
5 - Great deal of time. '
4 - Quite a hit, '
Z - Some (average). :
2 - Only a little !
1 - Very little or none
' This sheet to be filled in
once each Deriod from general
observation plus an inspection
. of the camper's diary -sheets,
plus a study of the various
insturctors1 report sheets.
i s shoot to be completed and placed on file by Thursday night
.receding each banquet night*
-
WheJ You QeT from
1 . How you take care of your health:
teeth
kybo
cuts, sunburn and minor injuries
2 . How orderly and neat you are:
in personal appearance
in care of things in the tent
in table manners
3 . How you go after things-
on your own hook, without toeing told
with lots of pep
making the best use of what you have to work with
"being willing to volunteer your services
4 . How others can count on you
being sure anything you do will be finished satisfactorily
how wel 1 you do things
how well you can stick to a job
5 . How well you work with other people
6 . How you act with other boys
not pushing yourself forward, bluffing, bullying, etc.
being unselfish
being willing to learn from tent-mates and leaders
trying to understand the other fellow's feelings
7 . How you act with yourself
having courage to meet difficulties
being honest with yourself and others
facing facts squarely
8 . How you act with God
being quiet at devotions, and taking part in them
being attentive and reverent in chapel and morning talks
taking part in discussions when they arise in order to
try to find out more about how a fellow can be more
like Christ right here in Gamp,
IBs This includes all the items on the Attitude Sheets in
specific language that the boys can understand. It is posted
in the tent as a guide to the boys, especially those who are
working for their emblems on the old system. It car. also serve
as a basis for the interview in place of or as well as the
attitude sheet.
ATT ITUDE SHEET
ANALYSIS OF CAMPER'S CHARACTER DEVELOPMENT
C ami) er 1 s 1\T am e L e ader
JPeriod i ^
1. Heal th habits • • » • •
Orderliness, neatness
a. In personal appear-
ance • . . . . . .
b. Care of things in
tent ........
c. Table manners . . .
3. Drive
a« Initiative, self-
direction. .....
b» Enthusiasm . . . .
c« Riu v.: v.::cea;''ulness • .
df Volunteer Services.
Dependability
a« Responsibility . •
b. Thoroughness . . .
o» Perseverance . . .
f 5 * Team-work, Cooperation .
c.
d.
e.
Self-assertion; control
a« Aggressiveness . , . i
Self-control . . . . f
Unselfishness . . . . I
Willingness to learn, !
Tolerance, understand-^
in'/; i
Explanation of Final Rating
I I
I !
OVER
RATII7G
( 5 Point Scale)
5 - Very marked
4 - Above average
p 3 - Average
2 - Below average
1 - Deficient
This sheet to bo filled in
twice a week, with explanations
of final rating completed by
Thursday night before the
banauet.
7. lloral fibre
a. Bouragc
b. Rcspoct for other1?: j j
property (honesty) . h
c . S tr ai gh t-f or v/or dno s sj, j
sincerity .....
! I
Revcr once (as evidenced j |
in chapels devotions,
discussions .....
I i
i (
i
I i
s F
I
I jj
; A
Explanation of Final Rating j L
— : j —
Special problems and
difficulties;
What arc they? Bate what action taken ?
Date
What result?
10. Basis or condition upon which recommendation is or is not made
for emblem
IS20B.T TO
.-) 6 II-. H rf -
Ches ter,
Conn.
Name
Date
The summer camp should not only aim to give the "boy
a -cod time, "but assume the respcnsieili ty of making that good
time a real influence on his life through helping him ?row in
spirit, iiiind and tody. In order th. t his parents may h^ve the
2,. of it of oui cou tact with the toy, the following report and
recommendations are made.
f I7ITY
L.o rning -^i'
S.ha^._v;o_rj
Boats and canoes
3 v/ i mm i n g , d i v Tn g ,
lifesaving classes
General swims
Infomal projects
Athletics
— -j— I
H
Hikes and explorations
"'aiiipcraft ana cookery
ITc tu r c s tudy , wo o a e r aft
attendance at council
or^ entertainment _
^arti_^ipation in same
Reading, and writing
Informal games
KXPLA1J.-.TI0N
5-Grsat deal of time, 4-rquite'a tit, 3-average
2-sorne, 1-little or none.
ATTITUDE EaOOBi)
Your toy has teen otserved ty his leader in the
f ollowingtrai ts of character and record made of these otservations
twice a week, the purpose tcing to clarify the toy's special
problems or difficulties, to help him grow in Christian manhood
through friendly guidance, and to pass on to you o record of his
conduct in earn and recommendations for effecting further growth.
Mention is made only of outstanding characteristics
otserved during the entire time he /as in camp, For further
specialized details consult the State Y.
173 Orange street, Hew Haven, Connecticut.
Orderliness
A. Office,
rood
xi'a i r
i^oor
(Over)
Ini ti. ci v eJ
Dependability
Team work, co or oration
Self-assertion, control
Moral fibre
Reverence
good
fai r
poor
good
fair
poor
good
fai r
poor
good
fair
poor
good
fair
poor
good
fai r
poor
It is possible for a boy to obtain an •' emblem ;'
once every two-week period by participating fully in
activities and showing the right camp spirit in the above
mentioned qualities, or by making a definite effort to
improve in them.
Your son was here periods and was awarded
emt 1 ems .
SPECIAL PROBLEMS OP. DI^I 3ULTI33 AND SfcECCMBEKBATIOH^I
EXPLANATION OF RECORDS 0?
ACTIVITIES AND ATTITUDES OF BOYS AT CAMP HAZSN III 1930
Reasons for record sheets:--
(To help leader help "boy help himself develop desirable
( traits of character through choices he makes at
( Camp .
(To serve as a basis for awarding emblems.
(To act as a record of the hoy's growth for permanent
filing (parents information etc.)
1. CAMPER'S DAILY DIARY:-- called "What Did You Do Today?"
One chart for a week posted in tent filled out by beys
daily and filed by leaders in folder.
Directions'- See that boy places 1 in square if he
has spent at least l/2 hour or more on a given
activity (in case of shorter swimming classes, dip,
or kybo 1 is used) 2, for one or more hours spent*
3 if two or more hours are spent. This scale is
optional. Check and double checks could be used
or hours and minutes recorded or hours and fractions*
2. ATTITUDE SHEET.' --
This sheet is checked by leader twice a week, Monday and
Thursday en the five point scale, (l negative little
or none, 2 negative below average, 3 average, 4 positive
above average, 5 positive very marked.) The final
column to the right is made Thursday night preceding
each banquet. The comment space affords an opportunity
for jotting down explanation of final rating.
Number 9 entitled "Special Problems and Difficulties"
should be written in as soon as definite weaknesses
apparent from the ratings above show themselves. The
result column should be filled in at the same time as
the final rating.
Number 10 should summarize reasons or conditions under
which boy is recommended for an emblem. If not why?
The entire sheet should be completed and on file Thursday
night preceding banquet. It serves as basis of
interview which should be held with each boy at le-.st
at end of each week or surely at end of each period.
3. ACTIVITY SHEET:
Filled out once a period (Thursday afternoon preceding
each banquet) and filed that night. Rating made on 5
point scale once a period on basis of "what did you do
today?" sheets plus instructors weekly report sheets
plus general observation. Comment to be used to show
general attitude; interest, or special conditions which
make ratings significant.
4. Instructors WEEKLY REPORT SHEET (green)
To be filled out by man in charge of each department and
filed weekly in special folder in leaders' lodge. For
each week ending a period, sheets must be filed
Thursday noon preceding a banquet.
EXPLANATION OF RilSORDS
{ continued )
TO SUMMARIZE
CAMPEB fills out "What Did You Do Today?" — daily
(Leader files weekly)
LEADER fills out 1 attitude Sheet twice a week
2 Activity Sheet — once a period
INSTRUCTOR fills out Instructors Report Sheet (files
weekly )
Bach leader should have in his folder (at
Leader's Lodge) the data of every toy at present in
his tent. Should a hoy change to another tent his
records are transferred to the folder of his new
leader. When a hoy leaves camp his records will he
transferred by the Official Recorder to a folder under
the hoy's name, up at Headquarters.
f
LEADER 1 S' RATING
INSTRUCTIONS FOR USE OF THIS BLANK:
I • Purpose
A. To be used by directors and counselors as a means of
improving the skills of leaders.
B. To be used as a basis for determining future relation-
ship to camp.
II • Method of Rating
A. Before using the rating form, the counselor should work
through the various items preferably diking a tentative
rating of the leader.
Instead of dealing with the abstract quality, specific
situations around each of the traits should be consider^
B. The seven-point system of rating is very simple, XI 11
is remembered that, "four" jLs the norm or the beginning
point in the evaluation.
One means that the quality is markedly deficient.
Two means that the quality is very noticably absent.
Three means that the quality is noticably lacking.
Four means that the quality is not noticeably present
Five means that the quality is noticea£l}apreslnt.
Six means that the quality is present in a very
noticeable degree.
Seven means that the quality is markedly present.
I . PERSONALITY AND TEAM PLAY ELEMENTS:
Poise - self-control in all situations
Ability to meet people - appearance, manner,
dress, conversation, etc.
Cheerfulness and enthusiasm - buoyant spirit
in all situations
Intellectual status and interests.
Cooperative attitude and ability.
Courageous approach to situations.
Dependability - in all kinds of tasks
(including punctuality, persistence)
Executive ability and dispatch
Displaying originality, initiative and
resourcefulness
Ability to use leisure time fruitfully
Camp tidiness
Observation of health habits - (rest, smoking,
sleep, etc.)
Willingness and ability to learn - (include
open-mindedness and adaptability)
1
3
to
4
5
6
7
—
—
1
i
1
(
(
*- 2 ~
Ability to discipline and direct self
Tolerance
Care of equipment and property
II . APPRECIATION OF HIGHER VALUES:
(a) Appreciation of Beauty in:
Music
Nature
Literature
Humor
Character and People
(b) Social interests and outlook:
(interest in questions of race,
politics, industry, war, etc.)
(c) Life purpose - Measure of ambition
(Reach into future? Is it social?)
III. LEADERSHIP TOOLS AND SKILLS.
Clarity of objectives:
(a) Possessing a clear set of objectives
for the boys
(b) In full harmony with camp purpose
Ability to analyze and understand needs of
(Behavior needs and program needs)
live with boys- (Like to be with
boys like to be with leader)
and use of educational tools:
(a) Principles of leadership control (Use of
positive suggestion, cooperation, etc.)
(b) Ability to get boys to purpose, plan,
initiate, and carry thru enterprises
(c) Ability to use the "laws of learning"
Ability to interest boys in Program, swimming
boxing, canoeing, campcraft, nature lore,
athletics, etc.
Ability to interest boys in section and camp
activities
Ability to influence boys-(Inspircs respect
and confidence)
Ability to help boys face issues that arise
in living together in camp
Sense of responsibility to loader's task
as shown in:
(a) On job in dining room (improving
etiquette of boys, keeping order, etc.)
(b) Punctuality at meals and meetings
(c) On job in section (tent clean-up;
getting boys out to activities)
(d) Assisting in instruction
(c) Have boys ready for noon inspection
boys
Ability to
boys:
Knowledge
1
3
5
4
5
I
7
1
I
l
i
i
i
(
(f) Observe rest hour with boys.
(g) Stimulate interest in evening program
(h) Helpful leadership in devotions (This
involves ability to lead discussion,
to draw boys out on important issues
and problems and in other ways to
make this period effective and sig-
nificant.)
(i) Observe camp regulations
SCALE FOR EVALUATING CAMP GROUP ACTIVITY FRO ' STANDPOINT
OF ITS EDUCATIONAL PROCESSES
Tent Group
Date
Leader
No.
of boys participating
Kind of Activity
I.
Purpose Involved
(a) Whose Purposes
Learner1 s own
External
(b) Kind of purpose
Sharing
Self-centered
(c) Strength of purpose
Strong
Weak
II,
ACTIVITY
(a) Kind of activity
Spontaneous
Formal
High
Trivial
(c) Rel.to life-situation
Life-situation
Slight relatic
III,
GROUP CONTROL & ORG»N
(a) Control
Cooperative
Loader
(b) Organization
Informal
Formal like a
school class
IV.
PARTICIPATION
(a) Extent
Everybody Some
Leader
(b) Opportunities for
planning, deciding
Many Some
Few
(c) Opportunities for co-
operative efford
Many Some
Few
(d) Fact searching^
thinking involved
Much Some
Little
(e) Opportunity for
judging results
Much Some
Little
V. OBJECTIVE OF LEADER
To stimulate indi-
vidual choice and
responsibility
To impose, pro-
mote, indoctr-
inate
WHO MAKES DECISIONS
INSTRUCTIONS:
of the
in the
Place a cross in the appropriate square for each
situations to indicate who in each case participates
decisions made.
PROGRAM
Daily Schedule . .
Project groups . .
Interest groups
Instruction groups
Study groups . . .
Sunday Program . .
Chapel
Tent discussions .
Canoe trips . . .
Hikes
Athletic meets . . .
Camp era ft tournaments
Council Ring ....
Pageants
Ci reus
Minstrel show
Dramatic:; . ,
Banquets . . ,
II. ADMINISTRATION:
BquipraBnt
Construction .....
Awards and recognitions
Parents and visitors .
Discipline matters . •
Work details .....
Inspection
Crises >•••«»*•
ill. REGULATIONS:
Swimming
Canoes . •
Leaving Camp
Spending money ....
Group feeds
Smoking, etc
CD
<D
St!
CD -H
O |
o
1 5T 1
Camp
Council
Director I
1
Cabinet 1
i — — 1
Counselor
Leader j
1
j Campers' j
> Council
Entire
Camp
Section 1
of Carrm
Tradition
1 : \
Parent
! or Vi si tor
—
l
4
_____
r
i
r~
- —
_
. _
,
. ..
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-
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1
1
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!
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—— —
"" "
1
— 1
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_____
___ —
•— —
1
1
1
. ._ .
~t
1
1
SUMMARY
SUMMARY
Daring the fifty years of its youthful existence,
the summer camping movement has passed through several stages
of growth and progress. Begun by a few far-sighted pioneers
as a joyous game of natural living, it soon felt, like most
pioneer adventures, the hand of commercialism and propaganda.
As a result we have the exclusive' private camp that caters to
the wealthy, the summer school camp, the military training
camp, and other varieties too numerous to mention. A ^reat
many camps, however, have maintained their original freedom
from authoritarianism and institutionali sm, and have concen-
trated on the objective of developing wholesome, self-reliant
and socially adjusted boys and girls. Of these camps some
have emphasized the values of recreation, while others have
stressed religious and character values. Only v/ithin the last
five years, however, have these objectives felt the influence
of the more scientific metnods and measurements of education,
psychology and sociology.
Tnis thesis is a description of the attempt of another
camp, typical of its kind, to climb on the bandwagon of edu-
cational progress. If educational methods have succeeded in
a private camp like Ahmek, might they not also succeed in a
typical Y.II.G.A. camp like JIazen, in spite of the fact that
the latter is far more limited in resources and personnel?
The objectives of the two camps mentioned are identical,
education for character, We have defined education as the
process of life itself, the continuous recreation of ex-
perience "both "by "broadening the horizon of values, and "by
organizing these values into a unified, integrated self-
hood. The process and the product are identical, an ever-
changing, ever-growing, creative experience, which we call
self, character, education, life more abundantly. Whatever
we choose to call it, it is this process that is the highest
objective of the summer camp. The nature of its natural and
isolated environment enables the camp to emphasize two as-
pects of tnis educating process which are too often over-
looked in the more civilized, sophisticated life of the home
and school. Trie first of these is scientific recreation, the
development of self-reliance, training in the right use of
leisure, and creating an appreciation of the higher values
of life. The second is social adjustment, or the socializing
of behavior. To these opportunities and responsibilities the
camp brings certain resources of organization, program, and
personnel. The problem to be solved is tnis: will these re-
sources produce more satisfactory results in terms of char-
acter if the modern methods of educational science are sub-
stituted for the older methods of autocratic procedure? This
thesis is the attempt of Gamp Hazen to answer this question
as Ahmek has already answered it in "Camping and Character",
by an experiment in applying educational met nods to its ob-
jectives, organization, program and leadership.
In Chapter I. we described liazen's attempt to criti-
cize and clarify its objectives. Hitherto these had been
general, vague and impressionistic. Objectives, however,
ft
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determine technique, and vague objectives mean haphazard
and ineffective methods. The attempt of the Hazen leaders
to formulate more definite and specific objectives is indeed
pitiful to recall, Kany leaders' meetings and many committees
wasted much time and energy trying to determine just which
traits and qualities might be legitimately included in the
term character. The result was ultimately an adoption of
Ahmek's objectives. These were embodied in the Attitude Re-
cords as instruments for checking each bo3'~'s changes in at-
titudes, and for helping him in further improvement, (l) We
have seen, however, that this did not automatically trans-
form these leaders' objectives into the boys' objectives.
Fa,r from it. The boys accepted them, as the}/"' had learned to
accept everything adult at Hazen, but they as promptly for-
got them. The bo;/'s objective in coming to camp is "fun", and
if it is to be anything more specific than that, the boy him-
self must decide what it will be. This failure to ascertain
the boys' objectives this summer was obviously inconsistent
with the experiment in cooperative organization and control,
which gave the boys a share in running the camp. (2) Even
supposing that these objectives had been determined by the
boys themselves, the leaders would have failed in using them
in behavior adjustment for lack of training and supervision.
(3) Some attempt should be made to obtain the parents' ob-
jectives for their boys. This might be done by revising the
pre- season application blank with this in view. (4) Instructors
should determine their program objectives. Each activity
should be analyzed for its potential primary, associate and
concomitant learnings. (5) The directors and leaders at
Gamp Hazen must acquire a more modern conception of char-
acter education, not as the developing of specific 'traits'
or 'virtues', but as a continuous process of recreating ex-
perience, social adjustment, and self-integration. Little
progress can be made in character education until the na-
ture of cnaracter education is clearly understood.
The experiment in organization was a wide departure
from the old established method of autocratic adult control.
To give the campers a share in the actual governing proces-
ses of camp life seems sheer folly to many leaders. The new
procedure must be termed cooperative rather than democratic,
for the leaders still reserved control in the fundamental
matters of nealth and safety. The making and administering o:
rules and regulations, the choice of program, and the solu-
tion of many problems of camp life were all given to the
boys, working, however, under adult supervision and advice. -
•That made this possible was the division of the camp into
three sections, the Senior, Kiddler, and Junior councils.
This placed the different age-groups togetner, and gave to
each council all the advantages of a small camp. Tnis made
cooperative organization much more simple and efficient.
This division also took muc.n. of the routine administration
of the camp from the camp director and placed it on the
shoulders of the three sectional directors or counselors,
leaving the former free for more valuable responsibilities.
In addition to problems of organization, Chapter II, also
discussed the use of social controls in camp. The chief of
tJiese were those used by the tent group, which was the "basic
unit of organization and control. Among these controls were
tradition, spirit and morale, symbols, discussion, disci-
pline, and awards. The conclusion rea.ch.ed was that coopera-
tive organization and control had been successful enough to
warrant repetition, with the following changes, (l) The
leaders must gain a clearer idea of and a greater faith in
the cooperative method. (2) The boys must be given a chance
to share in planning, executing and judging their activities
as well as in choosing them. (3) Hazen must give more atten-
tion to developing tradition, spirit and symbolism as instru
ments of social control. (4) Group discus'sion must be freed
from its ancient implications of Bible study, and be utiliz-
ed as a universal method of democratic procedure. (5) Boy
groups must be allowed to formulate their own rules and re-
gulations as a basis for internal self-discipline. (6) Em-
blem awards should be either transformed into group awards
or abolished as soon as the boys will permit.
Chapter III. described the experiment in curriculum
methods and procedure. Formerly the activities of the camp
had been organized according to the fourfold scheme of the
Christian Citizenship Training Program, which emphasizes
the balanced development of character in its intellectual,
physical, social and religious aspects. The camp curriculum
was accordingly divided into these four departments, each in
charge of a director. The Cajrip Hazen Attainment System was
likewise divided into these categories, and the emblems awar
ded for balanced achievements in the four department s. The
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155
program was planned ahead of time by the directors, run off
automatically according to schedule, and repeated each twc-
week period. Hie experiment put the choice of program activ-
ities into the haftds of the boys. It also placed a theoret-
ical emphasis on the informal group and individual enter-
prises or "projects". These projects a,re what Kilpatrick
calls the units of purposeful activity, arising from actual
life situations which appeal to the campers1 own interests,
and from which emerge their own purposeful responses, which
are accordingly planned, executed, and judged by the boys
with the help and advice of their leaders. Many of these
projects were successful, but actually they came far short
of expectations, because they were in competition with the
formal instruction classes and activities which had most of
the leaders and materials available. Moreover no one in
particular was in charge of these projects, although the
three counselors did most of the worrying about them. If
project education is to be successful at Hazen another year,
the following changes will have to be made in methods and
procedure, (l) Leaders must be trained in the use of the laws
of learning and the four steps in the learning process.
(2) A greater variety of situations must be provided which
will intrinsically stimulate the interests and the creative
imagination of the campers. (3) Each project should be pre-
ceded by a discussion in which the boys themselves will plan
the enterprise. (4) There should be fewer formal instruction
classes so as to release leadership and materials for the
informal group enterprises. The Educational Director should
•
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156
"be put in charge of the entire curriculum so as to be res-
ponsible for supervising and coordinating both its formal
and informal aspects. (5) Each project should be evaluated
as soon as it is finished, both to reveal the values and
errors in the process used, and to broaden the horizons of
the campers by guiding them into new and larger on- going
proj ec ts .
We saw in Chapter IV. that leadership is the most
important single factor in character education. The influ-
ence of wholesome, attractive personalities is the greatest
asset that a camp can have. The experiment in educational
met nods in this field meant a much larger degree of training
and supervision than nad ever been attempted under the old
system, as well as a change in actual leadership methods.
Various techniques were employed in the selection of leaders,
pre- service and in-service training and supervision, and the
development of esprit de corps. The greatest change, however,
was in the methods employed by the leaders themselves. The
leader influences his boys both as a group and as individuals.
The old method of group control had been external, autocratic
discipline, based on rewards and punishment s. The new method
was internal control by the leader as a member of the group,
not as external to it. The leader might be compared to the
Greek who, having once escaped from Plato 's cave to the
light of life and truth, returns again to lead his former
companions hence. Thus the leader, having adventured a little
way ahead on the road of life, returns and becomes a boy again,
and a member of the boy group, that he may guide them, by
participating with them in their discussions and their
activities, into the paths of the higher values of person-
ality and character. The new method of influencing and
helping the individual boy was that of "behavior adjustment,
or more specifically, personal counseling, the basic tech-
nique of which is the interview. The results achieved by
these methods of supervision and leadership warrant the
following conclusions, (l) In selecting its staff, I[azen
should include a handicraft expert, a personnel director,
and counselors trained in educational methods. (2) Pre-
service training of leaders should include a leadership
training course, a leader- in-training experiment, and read-
ing, study, and practise in boys* work throughout the year.
(5) The pre- season training conference should include lec-
tures, discussions, and an opportunity for job analysis and
specification. (4) The leaders of each council should meet
more frequently for training in methods. (5) Counselors
must master the technique of supervision, including the
guiding of group discussions. (6) To promote the best esprit
de corps, leaders' rules should be made by the majority vote
of the leaders themselves, and "time off" should be more
definitely specified and scheduled. (7) Leaders should re-
ceive more training in methods of group control, including
the creating of group spirit and the stimulating and guiding
of group enterprises. (8) More pre- season data should be ac-
quired for the case records of each boy as a basis for behav
ior adjustment. Leaders should receive training in the obser
vation and recording of behavior, and in the techniques of
interviewing and "follow-up".
I
t
158
In Chapter V. we described Hazen's amateurish
attempts to record and measure the results of the summer's
experiment in character education. Campared with the almost
total lack of records in former years., the system evolved
last summer was a great step forward. After experimenting
with severa.1 of Ahmek's record forms, Hazen finally evolved
two of its own, that proved, temporarily at least, more
suited to its untrained leadership. These were the Attitude
and Activity Records described in detail above. At the end
of the summer the results thus recorded were summarized in a
Report to Parents which was sent to each boy's home. Few
comments on this report have been received, These summaries,
however, were individual merely. Ho totals or averages for
the camp as a whole were computed. Whatever results may have
been achieved during the summer can be based only on opinion,
unsupported by any statistical evidence. It is a question
whether a statistical summary of the Attitude Records would
yield significant results, unreliable and invalid as these
records are admitted to be. rlazen's short experience with
records seems to justify the following conclusions. (1) The
Behavior Observation Record and the Behavior Frequency Scale
used at Ahmek would probably be a more reliable measurement
of character changes, as well as a more efficient instrument
of behavior adjustment, than the Razen Attitude Records in
use last summer. (2) The Leader's Rating blank, Instructor's
Weekly Report, and Activity Record are worth retaining, with
minor changes. They should be supplemented by forms for eval-
uating informal group enterprises, and possibly by occasional
<
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X
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159
general proficiency tests. (3) The problem of transfer
should be given more study. The "carry-over" of attitudes
and habits acquired in camp to the more permanent behavior-
tendencies of home environment requires a closer cooperation
oetween the camp and the parents. The amount of transfer
might be measured by a behavior frequency scale sent to par-
ents before and after camp.
The fa,ilure of Gamp Hazen to summarize the season's
records in any general form leaves us with little objective
indication of the success of the summer's experiment in edu-
cational methods. That these methods are far more productive
of happiness and camp spirit than the old autocratic proce-
dure cannot be doubted, if consensus of opinion has any value
whatever. Whether these methods produced any significant
changes in character, however, is another matter, consensus
would probably answer in the affirmative, but consensus is not
sufficient evidence in this case. Gamp Hazen was supposedly
performing an experiment in character education. Success de-
pends upon significant results in terms of character values.
Results that are not supported by statistical measurements
have little scientific significance. Individual results were
indeed measured and significant changes revealed. In other
words, the experiment was successful in certain instances.
But was it successful as a whole? We do not know. This means
that so far as science is concerned the experiment has failed,
and will have to be repeated. A.s far as Hazen is concerned, the
results are sufficient to warrant repetition, but intangible
enough to demand measurement. A.t any rate, as long as Hazen
I t
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160
refuses to measure its results, its attempts to "experiment !l
in character education can only be classified as provincial
and amateurisn.
^o one who is not familiar with Gamp riazen can possibly
realize the tremendous changes that have come about in this
camp during the past year. Attitudes, methods and procedures
that were the products ot years of custom, tradition and ex-
perience, changed so radically during a single summer as to
be unrecognizable. Barriers of prejudices, uncritical assump-
tions ana routine conservatisms were swept away a.nd the foun-
dations of a new society emerged from their ruins. Autocracy
gave way to cooperation, formality and routine were supplanted
by free, purposeful activity, and leadership replaced squad
tactics with individual and group fellowship based on the
sharing of experience and the laws of love. </hole pnilo-
sopnies of life were changed. Directors changed from worried
administrators to happy comrades. Leaders who were sick of
camping suddenly awakened to the infinite possibilities in
boys and boys' work. Boys changed. All changed and grew to-
gether. But Hazen cannot rest on its laurels. It must carry
on. It must settle down to careful, patient testing and re-
cording of results, luethods of organization and administra-
tion, curriculum, and leadership, all must be tested and eval-
uated before they can be accepted as efficient. If we are
going to be scientific, let us go all the way, not in the
spirit of pedantic, mechanically-minded statisticians, but
in tne spirit of Goodwin 'Jatson:1
1. V/atson, G.B., Gharacter Yests, Eel. Ld. Hay 1927, p. 504.
Seen from the perspective of tne centuries,
character tests stand wnere converge two ox tne
greatest streams of human thought. Our generation
is witnessing the union of scientific method,
creator of our new world, and that noblest of
concerns, devotion to religious values. Perhaps
it "behooves us symbollically to take our shoer;
from off our feet. Perhaps we ought to say, with
Luigi Lucatelli, 'Farewell, good sirs; I am
leaving for the future. I will wait for Humanity
at the srossroads three hundred years hence. 1
So Hazen must carry on. As Ahmek has challenged us, so we
challenge the Y.I.l.C.A. camps of New England, and all others
who have not yet awakened to the new dawn, to venture with
us into the realms of scientific character education, a.nd
to help "build the society of the future, and life which wil
indeed "be life more abundantly.
t
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Boo man, W.R., Developing Personality in Boys,
ISf.Y. : Macmillan, 1929.
Building Character, Chicago: U. oi' Cnicago Press, 1928.
(Part II. )
Case, A., "jMewer Methods of Teacher Training,"
Cnristian Citizenship, ..ovember, 1928.
Character Education in the Summer Camp, (Symposium),
Chicago: Religious Education Ass'n, 1930 . jChapts. II I, IV. )
Christian Ci tizensnip, December, 1928.
"Personal Guidance and Group work."
Coe, G.A. , A Social Theory of Religious education,
B.Y. : Scribner, 1921. (Part III.)
Cooley, G.H., human Mature and the Social Order,
j*.Y.: Scribner 's, 1902. (Criapters 8 and 9;
Dimock, H..S. and Hendry, C.E., Camping and Character,
!7.Y. : Ass'n Press, 1929. ^Chapters VIII .-XI . )
Elliott, H.S. , The Process of Croup Thinking,
M.Y.: Ass'n Press, 1927. (Chapter A.i Appendix II.)
Follett, Li. P., The hew State, JJ«,Y. i Longmans, 1920 . ( Ghapt . XXV, )
ITreehof, S.B., "The Ebb and Flow of Religious Feeling in
Adolescence, " Building Cnarac ter, Chicago,
U. of Cnicago Press, 1928.
Gibson, hV>7., Campin^ for Boys, U»Y. : Ass'n Press, 1911. (Chap, II J
9
•
<
I
Gregg, A. J. , Group Leaders and .ooy Character,
M.Y. : Ass'll Press, 1924. (Chapters IX., Al . , XII. )
Gregg, A.J., Supervision of Group 7ork, M.Y. s Ass 'n Press,
1927. (Program Papers #9 J
Hadi'ield, J. A., Psychology and Morals, If .Y.J R. Lie Bride & i
1925.
harper, E.B. , "The Case Study Method," Religious Education
Way, 1927.
Lehman, E.H., "Training Counselors in Service,"
Gamps and Camping, 1926.
lias on, B.S., Camping and Education, Lf.Y. : HcCall, 1930.
(pp. 20-21; Chapter IV.)
May, II. A. ., "'That Science Offers on Character Education,"
Building Character, Chicago: U. of Chicago, 1928.
Redding, T. , "The Place of Adult Personality Influence in
Character Education," Christian Citizenship, FeD. , *2
Redding, T. , "A Teaching Supervisor's Experiences,"
Christian Citizenship. October, 1929.
Religious Education, Vol. XXV. October, 1920. (Symposium)
"Personal Counseling."
Sharp, L.B., Education and the Summer Camp, ii. Y. : Teachers
College, 1930. (pp. 95-96)
Shaw, C.R., ""/hat the Delinquent Boy's Own Story Reveals,"
Religious Education j February, 1931.
Smith, M. , "Modern Trends in Child Management,"
Camps and Camping, 1926.
Stone, M;r.L., Training Camp Leaders, Denver: Little Loose
Leaf Library, 1925.
I * t
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C * I
172
Thomas, YT.I., and Thomas, D.S., The Child in America,
N.Y. : Alfred Knopf & Co., 1928. (Chapt. Ill, pp. 151-2,
15 7-160. )
Tracy, E. , The Psychology of Adolescence,
N.Y.: Macmillan, 1921. (Chapter XIII.)
Tralle, H.E., Psychol ogy of Leadership, N.Y. : Century, 1925.
RBOORDUTG THE RESULTS
* (Chapter V. )
Character Education in the Summe r Camp, (Symposium)
Chicago: Religious Education Ass'n, 1930. (pp. 7-8,20-21)
Dimock, H.S. and Hendry, C.E., Camping, and Character,
N.Y. : Association Press, 1929. (pp. 147-8, 150-7,217-8;
Chapter XII . )
Gregg, A.J., Croup Leaders and Boy Chara cte r _,
N.Y. : Ass'n Press, 1924. (Chapter XIII., pp. 68-69)
Gregg, A.J"., Supervision of Group Work, N.Y. : Ass'n Press,
1927. (p. 19)
Hartshorne, H. , and May, M.A., "A Summary of the Work of the
Character Education Inquiry," Religious Education,
September and October, 1930.
Mason, B.S., Camping and Education, N.Y. : McCall, 1930. (pp. 113-4 )
Neumann, II., "Some Doubts About Character Measuring,"
Religi ous Education, September, 1930.
Watson, G.B., "Character Tests," Religious Education, May, '27.
Watson, G.B. , Experimentation and Measurement in Religious
Education, N.Y. : Association Press, 1927.
(Chapters I. and II.)
HBLIGIOUS VALUES
175
Building Character, Chicago: U. of Chicago Press, 1928,
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Christian Citizenship, October, 1927. "The Use of the Bible."
Christian Citizenship, November, 1927. "When is an Activity
Religious?"
Dimock, H.S., and Hendry, C.E., Camping and Characjberv
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Gibson, H.W. , Monthly Library on Camping , Watertown, Mass.:
The Gibson Publications, 1927.
(Volume I. "Sundays in Camp."
Volume III. "Enrichment of Camp Life Through Music.")
Hamilton, A.E., "Has Religion a Place in Camp?"
Cj*mj?J3 and Camping , 1922.
Mason, B.S., Camping and Education, N.Y. : McCall, 1930.
(Chapter II. )
Otto, M.C., "Ideals and Character," Building Character,
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Savage, D.H. , "A Psychological Study of Religious Experience
at Camp Hazen." (typewritten)
Schaffer, L.B. , "The Use of the Evaluation Period in the
Camp Program," The Camping Magazine, May, 1930.
Soares, T.G., Religions Education , Chicago: University of
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Sperry, W.R., Reality in Worship, N.Y. : Macmillan, 1926.
(Chapters XI., XII., XVI.)
Strickland, P.L., Psychology of Religious Experience ,
N.Y. : Abingdon Press, 1924.
t v** *
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